Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? *Educational Researcher, 25*(9), 6–14.

Bierhoff, H. (1996). A comparison of primary school textbooks in Britain, Germany, and Switzerland.

*Teaching Mathematics and Its Applications, 15*(4), 141–160.

CrossRefBleich, D. (1994). Epistemological assumptions in the study of response. In J. P. Tompkins (Ed.), *Reader-response criticism: From formalism to post-structuralism* (pp. 134–163). Baltimore: Johns Hopkins University Press.

Borasi, R., & Siegel, M. (1990). Reading to learn mathematics: New connections, new questions, new challenges. *For the Learning of Mathematics, 10*(3), 9–16.

Borasi, R., Siegel, M., Fonzi, J., & Smith, C. F. (1998). Using transactional reading strategies to support sense-making and discussion in mathematics classrooms: An exploratory study.

*Journal for Research in Mathematics Education, 29*(3), 275–305.

CrossRefCarter, T. A., & Dean, E. O. (2006). Mathematics intervention for grades 5-11: Teaching mathematics, reading, or both?

*Reading Psychology, 27*(2 & 3), 127–146.

CrossRefEco, U. (1979). *The role of the reader: Explorations in the semiotics of texts*. Bloomington, IN: Indiana University Press.

Erlwanger, S. H. (1973). Benny's conception of rules and answers in IPI mathematics. *Journal of Children's Mathematical Behavior, 1*(2), 7–26.

Fish, S. (1980). *Is there a text in this class? The authority of interpretive communities*. Cambridge, MA: Harvard University Press.

Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French, and German classrooms: Who get an opportunity to learn what?

*British Educational Research Journal, 28*(4), 567–590.

CrossRefHenderson, C., & Rosenthal, A. (2006). Reading questions: Encouraging students to read the text before coming to class. *Journal of College Science Teaching, 35*(7), 46–50.

Herbel-Eisenmann, B. A. (2004). An examination of textbook “voice”: How might discursive choices undermine some goals of the reform? In D. E. McDougall & J. A. Ross (Eds.), *Proceedings of the Twenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (Vol. 2, pp. 862–870) Toronto, ON.

Holliday, W. G., Yore, L. D., & Alvermann, D. E. (1994). The reading-science-learning-writing connection: Breakthroughs, barriers, and promises.

*Journal of Research in Science Teaching, 31*, 877–893.

CrossRefHughes-Hallett, D., McCallum, W. G., Gleason, A. M., Osgood, B. G., Flath, D. E., Quinney, D., et al. (2009). *Calculus: Single variable* (5th ed.). Hoboken: Wiley.

K-12 Mathematics Curriculum Center. (2005). *The changing mathematics curriculum: An annotated bibliography*. Newton, MA: Education Development Center.

Kang, W., & Kilpatrick, J. (1992). Didactic transposition in mathematics textbooks. *For the Learning of Mathematics, 12*(1), 2–7.

Konior, J. (1993). Research into the construction of mathematical texts.

*Educational Studies in Mathematics, 24*(3), 251–256.

CrossRefKucan, L., & Beck, I. (1997). Thinking aloud and reading comprehension: Inquiry, instruction, and social interaction. *Review of Educational Research, 67*(3), 271–299.

Link, H. (1976). *Rezeptionsforschung: Eine einführung in methoden und probleme* [Reception Research: An introduction to methods and problems]. Stuttgart: Kohlhammer.

Lithner, J. (2003). Students' mathematical reasoning in university textbook exercises.

*Educational Studies in Mathematics, 52*, 29–55.

CrossRefLove, E., & Pimm, D. (1996). ‘This is so’: A text on texts. In A. Bishops, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), *International handbook of mathematics education* (pp. 371–409). Boston: Kluwer Academic Publishing.

Marbach-Ad, G., & Sokolove, P. (2000). Undergraduate biology students learn to ask higher level questions?

*Journal of Research in Science Teaching, 37*(8), 854–870.

CrossRefMcNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text.

*Cognition and Instruction, 14*(1), 1–43.

CrossRefMorgan, C. (1996). “The language of mathematics”: Towards a critical analysis of mathematics texts. *For the Learning of Mathematics, 16*(3), 2–10.

Neth, A., & Voigt, J. (1991). Lebensweltliche inszenierungen. Die aushandlung schulmathematischer bedeutungen an sachaufgaben [Real-world Role Plays: The negotiation of school-related mathematical meanings through assigned tasks]. In H. Maier & J. Voigt (Eds.), *Interpretative Unterrichtsforschung* [Interpretative Pedagogy Research] (pp. 79–116). Köln: Aulis.

Österholm, M. (2006). Characterizing reading comprehension of mathematical texts.

*Educational Studies in Mathematics, 63*(3), 325–346.

CrossRefOtte, M. (1983). Textual strategies. *For the Learning of Mathematics, 3*(3), 15–28.

Raman, M. (2002). Coordinating informal and formal aspects of mathematics: Student behavior and textbook messages.

*Journal of Mathematical Behavior, 21*(2), 135–150.

CrossRefReys, B. J., Reys, R. E., & Chavez, O. (2004). Why mathematics textbooks matter. *Educational Leadership, 5*(61), 61–66.

Rezat, S. (2006). The structures of German mathematics textbooks.

*Zentralblatt für Didaktik der Mathematik, 38*(6), 482–487.

CrossRefRosenblatt, L. (1938). *Literature as exploration*. New York: Appleton-Century.

Rosenblatt, L. (1985). Viewpoints: Transaction versus interaction—a terminological rescue operation. *Research in the Teaching of English, 19*(1), 96–107.

Rotman, B. (2006). Toward a semiotics of mathematics. In R. Hersh (Ed.),

*Unconventional essays on the nature of mathematics* (pp. 97–127). New York: Springer.

CrossRefSchraw, G., & Bruning, R. (1999). How implicit models of reading affect motivation to read and reading engagement.

*Scientific Studies of Reading, 3*(3), 281–302.

CrossRefSiegel, M., Borasi, R., & Smith, C. (1989). *A critical review of reading in mathematics instruction: The need for a new synthesis*. Unpublished manuscript. Rochester, NY: University of Rochester. Retrieved June 25, 2008, from ERIC database (ED301863).

Smith, F. (2004). *Understanding reading: A psycholinguistic analysis of reading and learning to read* (6th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Stewart, J. (2007). *Calculus* (6th ed.). New York: Brooks-Cole.

Stickles, P., & Stickles, J. (2008). Using reading assignments in teaching calculus. *Mathematics and Computer Education, 42*(1), 6–10.

Voigt, J. (1994). Negotiation of mathematical meaning and learning mathematics.

*Educational Studies in Mathematics, 26*(2/3), 275–298.

CrossRefWandersee, J. (1988). Ways students read texts.

*Journal of Research in Science Teaching, 25*(1), 69–84.

CrossRefWeber, K., Brophy, A., & Lin, K. (2008).

*Learning advanced mathematical concepts by reading text*. Paper presented at Conference on Research in Undergraduate Mathematics Education, San Diego, CA. Retrieved August 7, 2008, from

http://cresmet.asu.edu/crume2008/Proceedings/Weber%20LONG.pdf.

Weinberg, A. (2010). *The implied reader in calculus textbooks.* Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (in press).

Weinberg, A., Wiesner, E., Benesh, B., & Boester, T. (2010). Undergraduate students' self-reported use of mathematics textbooks. *Problems, Resources, and Issues in Mathematics Undergraduate Studies* (in press).

Wilson, W. D. (1981). Readers in texts.

*PMLA, 96*(5), 848–863.

CrossRefWolff, E. (1971). Der intendierte leser [The Intended Reader]. *Poetica, 4*, 140–146.

Yore, L. D. (2000). Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities.

*Journal of Deaf Studies and Deaf Education, 5*(1), 105–112.

CrossRef