Volume 53, Issue 6

Search all ZDM – Mathematics Education articles

November 2021

Mathematics Textbooks as Instruments for Change

Issue Editors:

Sebastian Rezat,
Lianghuo Fan,
Birgit Pepin

17 articles in this issue

Mathematics textbooks and curriculum resources as instruments for change
Sebastian Rezat
Lianghuo Fan
Birgit Pepin
Survey Paper Open access 13 September 2021 Pages: 1189 - 1206
Levering change: the contributory role of a mathematics teaching framework
Jill Adler
Original Paper Open access 11 June 2021 Pages: 1207 - 1220
Connectivity in support of student co-design of innovative mathematics curriculum trajectories
Birgit Pepin
Original Paper Open access 27 August 2021 Pages: 1221 - 1232
Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project
Susanne Prediger
Bärbel Barzel
Timo Leuders
Original Paper Open access 22 March 2021 Pages: 1233 - 1248
Influence of features of curriculum materials on the planned curriculum
Jeffrey Choppin
Jon Davis
Corey Drake
Original Paper 08 September 2021 Pages: 1249 - 1263
Examining instructional change at scale using data from diagnostic assessments built on learning trajectories
Jere Confrey
Meetal Shah
Original Paper 16 April 2021 Pages: 1265 - 1283
Connecting a teacher dashboard to a student digital collaborative environment: supporting teacher enactment of problem-based mathematics curriculum
Alden J. Edson
Elizabeth Difanis Phillips
Original Paper 23 September 2021 Pages: 1285 - 1298
University instructors’ use of questioning devices in mathematics textbooks: an instrumental approach
Vilma Mesa
Yue Ma
Lynn Chamberlain
Original Paper 11 August 2021 Pages: 1299 - 1311
Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China
Lianghuo Fan
Jing Cheng
Yuxiang Sun
Original Paper 11 September 2021 Pages: 1313 - 1330
Elementary teachers’ reflections on their use of digital instructional resources in four educational contexts: Belgium, Finland, Sweden, and U.S.
Janine T. Remillard
Hendrik Van Steenbrugge
Kirsti Hemmi
Original Paper 18 August 2021 Pages: 1331 - 1345
Aspects of the teacher-textbook relationship: What can we learn about teachers when they tag didactic metadata?
Shai Olsher
Jason Cooper
Original Paper 14 March 2021 Pages: 1347 - 1358
Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France
Ghislaine Gueudet
Birgit Pepin
Marie-Pierre Lebaud
Original Paper Open access 03 September 2021 Pages: 1359 - 1372
Use of textbooks and other resources in curriculum reform. A longitudinal case study
Dubravka Glasnović Gracin
Ljerka Jukić Matić
Original Paper 23 May 2021 Pages: 1373 - 1385
Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan
Yusuke Shinno
Tatsuya Mizoguchi
Original Paper Open access 26 May 2021 Pages: 1387 - 1402
Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project
Jinfa Cai
Stephen Hwang
Original Paper 01 April 2021 Pages: 1403 - 1416
The role of textbook quality in first graders’ ability to solve quantitative comparisons: a multilevel analysis
Henning Sievert
Ann-Katrin van den Ham
Aiso Heinze
Original Paper Open access 18 April 2021 Pages: 1417 - 1431
How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies
Sebastian Rezat
Original Paper Open access 21 April 2021 Pages: 1433 - 1445

Volume 53, Issue 6

Mathematics textbooks and curriculum resources as instruments for change

Levering change: the contributory role of a mathematics teaching framework

Connectivity in support of student co-design of innovative mathematics curriculum trajectories

Towards a research base for textbooks as teacher support: the case of engaging students in active knowledge organization in the KOSIMA project

Influence of features of curriculum materials on the planned curriculum

Examining instructional change at scale using data from diagnostic assessments built on learning trajectories

Connecting a teacher dashboard to a student digital collaborative environment: supporting teacher enactment of problem-based mathematics curriculum

University instructors’ use of questioning devices in mathematics textbooks: an instrumental approach

Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China

Elementary teachers’ reflections on their use of digital instructional resources in four educational contexts: Belgium, Finland, Sweden, and U.S.

Aspects of the teacher-textbook relationship: What can we learn about teachers when they tag didactic metadata?

Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France

Use of textbooks and other resources in curriculum reform. A longitudinal case study

Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan

Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project

The role of textbook quality in first graders’ ability to solve quantitative comparisons: a multilevel analysis

How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies

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