Women and people of color continue to be underrepresented in science, technology, engineering, and mathematics (STEM), even while STEM fields are faced with recruitment issues and shortages of workers. Mathematics textbooks may be complicit in this issue, with past research indicating that textbooks are not fairly representing women and people of…

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This…

The Common Core State Standards for Mathematics ("CCSSM") explicitly states many specific theorems for students to prove across multiple domains (i.e., congruence, similarity, circles, and coordinates) in high school geometry. This study examined five high school geometry textbooks for how they approached proof of 17 theorems stated in…

While research in mathematics education has shown that mathematics assessments are highly consequential, traditional assessments often lag behind advancements in instructional methods. One such advancement is the promotion of mathematical habits of mind such as students' abilities to critique others' reasoning. This study explored the use of…

In the United States, fractions are an important part of the middle school curriculum, yet many middle school students struggle with fraction concepts. Teachers also have difficulty with the conceptual understanding needed to teach fractions and rely on textbooks when making instructional decisions. This reliance on textbooks, the idea that…

This study aimed to examine the representations of nature of science (NOS) in the eight histories of science selected from three series of integrated science textbooks used in junior high school in China. Ten aspects of NOS were adopted in the analytical framework. It was found that NOS had not been well treated in the selected histories of…

This research examined the presentation of fractions in textbooks used by fifth and sixth graders in Singapore, Taiwan, and the United States. The specific textbooks examined were "My Pals Are Here! Maths" (MPHM) in Singapore; "Kung Hsung" (KH) in Taiwan; and "Mathematics in Context" (MiC) in the USA. Results show the…

This study compared one lesson across four U.S. "traditional" textbook series, two U.S. reform-based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of…

In the 19th century the textbook dominated the curriculum and methods of instruction. The most important textbook was the textbook of reading known as the reader. In the early 1800s science was not established as a separate primary grade subject. The science students encountered in these reading textbooks may have been their only formal science…

Examined biology textbooks to determine their cancer education content. Because the analysis of six commonly utilized textbooks showed that none addressed all categories related to scientific, clinical, and psycho-social aspects of cancer, it is recommended that textbooks be supplemented with other sources providing information on cancer. (JN)

Provides information concerning the development and use of the Textbook Questioning Strategies Assessment Instrument (TQSAI). (CP)

The need for developing a geometry curriculum sequence is discussed. Work by a group of about 50 mathematics educators on intuitive aspects of Euclidean classifications and relations is presented. Textbooks were analyzed, a sequence of concept clusters developed, and a scope-and-sequence chart included. (MNS)

Examines geometry language used in K-6 textbooks and compares the findings to language used in modern mathematics standards documents. Finds a substantial misalignment between the geometry presented in textbooks, the geometry teaching expectations of mathematics education professionals, and the geometry being assessed in student performance…

Textbook analyses for 1924, 1944, and 1984, suggest that the mathematics program regressed in expectations for students. The number of word problems in fifth-grade books has decreased and the amount of drill problems increased. (MNS)