The Symbol Precedence View of Mathematical Development: A Corpus Analysis of the Rhetorical Structure of Textbooks

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Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans (2013, background): “This sequence may reflect a symbolprecedence view that is common in textbooks but ineffective in supporting student learning (Nathan et al., 2002).”
A Comparative Analysis of Number Sense Instruction in Reform-Based and Traditional Mathematics Textbooks (2007, background): “However, it must be noted that although textbooks play a critical role in shaping teachers’ instructional practices and students’ learning ( Nathan, Long, & Alibali, 2002 ), the implemented curriculum (i.e., what happens in the classroom) may play an even greater role in facilitating student achieve”
The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning (2004, background): “That many textbook authors believe in the greater difficulty of story problems is supported by an analysis of textbooks by Nathan, Long, and Alibali (2002).”
Expert Blind Spot Among Preservice Teachers (2003, background): “Symbolic reasoning may trail and even depend on the development of verbal representations and procedures (Kalchman, Moss, & Case, 1999; Nathan et al., 2002).”