Abstract
Amid a vast array of variations in language, culture, and educational traditions, some commonalities pertain to school mathematics across the globe. One is the centrality of textbooks to school mathematics teaching and learning. Mathematics textbooks vary greatly across countries and grade levels in their organization and display of content and the support provided to students or to teachers. Moreover, the historical trajectories of curriculum development reflected in textbooks develop in ways that reflect varying influences across countries (Jones 1970; Stanic and Kilpatrick 1992). Yet their pivotal importance to classroom instruction in almost all settings of compulsory schooling in the world is undeniable. They serve both as teaching/learning tools and as tangible representations of expectations for mathematics instruction in the educational context in which they are used.
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Silver, E.A. (2014). Preface to Part II. In: Li, Y., Silver, E., Li, S. (eds) Transforming Mathematics Instruction. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-04993-9_9
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