The vast majority of US teachers supplement their officially adopted curriculum materials
with unofficial materials. Despite this, the body of supplementation-relevant literature tends …

Over the past 30 years of literacy research, developments in sociocultural theories of literate
practice have turned many reading researchers from viewing text as the driver of literacy …

In this chapter we focus on the concept of proof, which is important for students'
mathematical education but also hard for teachers to teach and difficult for students to learn …

The ambitious goals of standards-based reform call for both technical and adaptive
leadership to address problems of practice involving the technical and adaptive alignment of …

This study explores how textbooks function in education. It asked whether opportunities
provided in math textbooks to engage in tasks demanding different levels of understanding …

Despite widespread agreement that the activity of reasoning-and-proving should be central
to all students' mathematical experiences, many students face serious difficulties with this …

We examine student achievement of 2533 students in 10 middle schools in relation to the
implementation of textbooks developed with funding from the National Science Foundation …

In this paper, I problematize traditional notions of statistical literacy by juxtaposing it with
critical literacy. At the school level statistical literacy is vitally important for students who are …

This article addresses the nature and extent of reasoning and proof in the written (ie,
intended) curriculum of 20 contemporary high school mathematics textbooks. Both the …

The set of papers presented in this issue comprise a multiple-case study which attends to
instructional resources—teacher knowledge and curriculum materials—to understand how …