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
Bleich, 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
Carter, T. A., & Dean, E. O. (2006). Mathematics intervention for grades 5-11: Teaching mathematics, reading, or both? Reading Psychology, 27
(2 & 3), 127–146.CrossRef
Eco, 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
Henderson, 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
Hughes-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
Kucan, 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
Love, 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
McNamara, 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
Morgan, 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
Otte, 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
Reys, 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
Rosenblatt, 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.CrossRef
Schraw, G., & Bruning, R. (1999). How implicit models of reading affect motivation to read and reading engagement. Scientific Studies of Reading, 3
Siegel, 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
Wandersee, J. (1988). Ways students read texts. Journal of Research in Science Teaching, 25
Weber, 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
Wolff, 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