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Brendan O’Sullivan, Sinéad Breen & Ann O’Shea. (2023) An analysis of Irish mathematics textbook tasks in the context of curriculum change. Irish Educational Studies 0:0, pages 1-19.
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Majken Korsager, Kirsten Fiskum, Berit Reitan & Sibel Erduran. (2022) Nature of science in science textbooks for vocational training in Norway. Research in Science & Technological Education 0:0, pages 1-16.
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Ljerka Jukić Matić & Josip Sliško. (2022) An empirical study of mathematical creativity and students’ opinions on multiple solution tasks. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-21.
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Jonas Bakken & Emilia Andersson-Bakken. (2021) The textbook task as a genre. Journal of Curriculum Studies 53:6, pages 729-748.
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Wajeeh Daher. (2021) Values in the geometry and measurement unit of the Palestinian Grade six mathematics book. Journal of Beliefs & Values 42:4, pages 523-536.
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Andreas Bergwall. (2021) Proof-related reasoning in upper secondary school: characteristics of Swedish and Finnish textbooks. International Journal of Mathematical Education in Science and Technology 52:5, pages 731-751.
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Judy Sayers, Jöran Petersson, Eva Rosenqvist & Paul Andrews. (2021) Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials. International Journal of Mathematical Education in Science and Technology 52:4, pages 506-526.
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Erhan Bingolbali. (2020) An analysis of questions with multiple solution methods and multiple outcomes in mathematics textbooks. International Journal of Mathematical Education in Science and Technology 51:5, pages 669-687.
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Articles from other publishers (16)
René Leubecher, Jörg Zabel, Maja Funke, Victor Linnenkemper, Michael Schneider & Alexander Bergmann-Gering. (2023) Bewertungskompetenz in Biologieschulbüchern: Eine integrativ-inhaltsanalytische Untersuchung von Schulbuchaufgaben für die Sekundarstufe IBioethical Competence in Biology Textbooks—An Integrative Content Analysis of Textbook Tasks for Secondary School Level I. Zeitschrift für Didaktik der Naturwissenschaften 30:1.
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Nicholas Essien & Ernest Kofi Davis. (2024) Exploring values implicit in Ghanaian Senior High School mathematics textbooks. Asian Journal for Mathematics Education 3:1, pages 81-105.
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Tuğba Han DİZMAN, Ali BOZKURT & Enes ETYEMEZ. (2023) Liselere Giriş Sınavı Matematik Soruları ile 8. Sınıf Matematik Ders Kitapları Ünite Değerlendirme Sorularının Bilişsel Düzeylerinin KarşılaştırılmasıComparison of Cognitive Levels of High School Entrance Exam Mathematics Questions and 8th Grade Mathematics Textbooks Unit Evaluation Questions. Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi 3:2, pages 171-190.
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Felix K. Masina & Reidar Mosvold. (2023) Impediments to learning problem-solving in Malawian lower secondary mathematics textbooks. African Journal of Teacher Education and Development 2:1.
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Agus Hendriyanto, Didi Suryadi, Jarnawi Afgani Dahlan & Dadang Juandi. (2023) Praxeology review: Comparing Singaporean and Indonesian textbooks in introducing the concept of sets. Eurasia Journal of Mathematics, Science and Technology Education 19:2, pages em2229.
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Saeid Haghjoo, Farzad Radmehr & Ebrahim Reyhani. (2022) Analyzing the written discourse in calculus textbooks over 42 years: the case of primary objects, concrete discursive objects, and a realization tree of the derivative at a point. Educational Studies in Mathematics 112:1, pages 73-102.
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Claudia E. Johnson & Helen J. Boon. 2023. Challenges in Science Education. Challenges in Science Education
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Emine Özgür ŞEN. (2022) Matematik Ders Kitaplarında Tam Sayılarla Çarpma ve Bölme İşlemleri Nasıl Öğretiliyor: Türkiye, ABD ve Kanada Karşılaştırması. Batı Anadolu Eğitim Bilimleri Dergisi 13:2, pages 806-825.
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Mona Qutaifan Ershed Alfayez. (2022) Mathematical proficiency among female teachers of the first three grades in Jordan and its relationship to their mathematical thinking. Frontiers in Education 7.
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Erhan Bingölbali & Ferhan BİNGÖLBALİ. (2022) Divergent Thinking and Convergent Thinking: Are They Promoted in Mathematics Textbooks?. International Journal of Contemporary Educational Research 7:1, pages 240-252.
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María M. Gea, Jocelyn D. Pallauta, Carmen Batanero & Silvia M. Valenzuela-Ruiz. (2022) Statistical Tables in Spanish Primary School Textbooks. Mathematics 10:15, pages 2809.
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Hayrunnisa AYYILDIZ & Meral CANSİZ AKTAS. (2022) 8.SINIF MATEMATİK DERS KİTAPLARININ VE LGS MATEMATİK SORULARININ PISA TEMSİL YETERLİĞİ AÇISINDAN İNCELENMESİ. Trakya Eğitim Dergisi 12:1, pages 475-489.
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Jin Sun, Han Qin, Kerry Lee, Alfredo Bautista & Qiaoping Zhang. (2021) Early Mathematics Learning and Teaching in Chinese Preschools: A Content Analysis of Teaching Reference Books for Preschool Teachers. Mathematics 10:1, pages 10.
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I M Arnawa, Yerizon & S Nita. (2020) Improvement students’ achievement in elementary linear algebra through APOS theory approach. Journal of Physics: Conference Series 1567:2, pages 022080.
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D Oktariani, T I Sari, N W Saputri & Darmawijoyo. (2020) On how students read mathematics textbook and their view on mathematics. Journal of Physics: Conference Series 1480:1, pages 012064.
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Dyana Wijayanti. (2021) Proposing an Analytical Framework of Connectivity and Mathematics Problems in Textbooks. SSRN Electronic Journal.
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