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The Curriculum Journal Volume 21, 2010 - Issue 1
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Science and mathematics focus

Mathematics learners and mathematics textbooks: a question of identity? Whose curriculum? Whose mathematics?

Tom Macintyre University of Edinburgh, Moray House School of Education, Curriculum Research and Development, Thomson's Land, Holyrood Road, Edinburgh, EH8 8AQ, UKCorrespondence[email protected]
&
Sheila Hamilton University of Edinburgh, Moray House School of Education, Curriculum Research and Development, Thomson's Land, Holyrood Road, Edinburgh, EH8 8AQ, UK
Pages 3-23 | Published online: 11 Mar 2010

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Read on this site (4)

Herine Otieno & Hilary Povey. (2023) Mathematics textbooks and self-regulated learning: responses from students in three Kenyan secondary schools. Research in Mathematics Education 25:3, pages 342-358.
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Evelyn Penfold. (2023) What are primary teachers’ experiences of policy on shaping a context of sustainable mathematics professional development?. Teacher Development 0:0, pages 1-20.
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Meng Kay Daniel Ling & Sau Cheong Loh. (2023) Relationships between cognitive pattern recognition and specific mathematical domains in mathematics education. International Journal of Mathematical Education in Science and Technology 54:2, pages 159-179.
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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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Articles from other publishers (10)

Alison S. Marzocchi, Priscilla M. Martinez & Anthony P. Truong. (2023) An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how?. School Science and Mathematics 123:4-5, pages 184-200.
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Tianzhuo Jiang & Shuwen Li. (2023) Secondary school students’ use and perceptions of textbooks in mathematics learning: A large-scale investigation in China. Frontiers in Psychology 14.
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Gayle Brewer & Calanthe Hendrikse. (2022) Perceptions of decolonising the curriculum: A preliminary Reddit forum study. Psychology of Education Review 46:2, pages 40-45.
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Kate M. Raymond. (2021) Teachers’ daily practices with curriculum materials: Toward a transactional view of the curriculum system. School Science and Mathematics 121:8, pages 509-519.
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Sebastian Rezat, Lianghuo Fan & Birgit Pepin. (2021) Mathematics textbooks and curriculum resources as instruments for change. ZDM – Mathematics Education 53:6, pages 1189-1206.
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Laxman Luitel. (2020) Exploring Teachers’ Experiences on the Nature of Mathematics based on their Curricular and Pedagogical Practices: A Phenomenological Inquiry. International Electronic Journal of Mathematics Education 15:3, pages em0613.
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Allan B. de Guzman & Joel L. Adamos. (2020) Like the layers of an onion: curricular noticing as a lens to understand the epistemological features of the Philippine K to 12 secondary mathematics curriculum materials. Educational Research for Policy and Practice 19:3, pages 389-409.
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Ma. Lourdes S. Nery-Cura & Allan B. de Guzman. (2017) A rhizotextual analysis of Philippine secondary textbooks in history. Educational Research for Policy and Practice 17:2, pages 173-187.
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Lianghuo Fan, Yan Zhu & Zhenzhen Miao. (2013) Textbook research in mathematics education: development status and directions. ZDM 45:5, pages 633-646.
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Binyan Xu. (2013) The development of school mathematics textbooks in China since 1950. ZDM 45:5, pages 725-736.
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