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Research in Mathematics Education Volume 3, 2001 - Issue 1
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Mathematics, Language and Meaning

A TRANSNATIONAL COMPARISON OF PRIMARY MATHEMATICS TEXTBOOKS: THE CASE OF MULTIPLICATION

Rosamund Sutherland Graduate School of Education, University of Bristol,
,
Jan Winter Graduate School of Education, University of Bristol,
&
Tony Harries University of Durham,
Pages 155-167 | Published online: 14 Apr 2008

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Deepak Basyal & Bhesh Raj Mainali. (2023) Mathematics textbook: motivation, experiences, and didactical aspect from authors’ perspectives. Research in Mathematics Education 25:3, pages 323-341.
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M.S. Ramaligela, E. Gaigher & A. Hattingh. (2014) Exploring the use of Technology textbooks in medium- and well-resourced school contexts in South Africa. Africa Education Review 11:2, pages 183-200.
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Articles from other publishers (4)

Judit Chico & Miguel Ángel Montes. (2023) Representaciones Semióticas de la Multiplicación y División en Libros de Texto de Educación Primaria. Bolema: Boletim de Educação Matemática 37:75, pages 296-316.
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Malin Norberg. (2019) Potential for Meaning Making in Mathematics Textbooks. Designs for Learning 11:1, pages 52-62.
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Xu Hua Sun. (2018) Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples. ZDM 51:1, pages 109-123.
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Cheng Chieh Chang & Sari Muthia Silalahi. (2017) A REVIEW AND CONTENT ANALYSIS OF MATHEMATICS TEXTBOOKS IN EDUCATIONAL RESEARCH. Problems of Education in the 21st Century 75:3, pages 235-251.
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