Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures

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A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010, background): “Second, within each dimension of analysis different aspects of the textbooks can be examined (e.g. mathematical, pedagogical, sociocultural, cf. Pepin et al., 2001).”
Reasoning-and-proving in geometry in school mathematics textbooks in Japan (2014, background): “…practice, a number of studies have examined the content, structure and use of mathematics textbooks; examples include Foxman (1999), Gueudet et al. (2011), HerbelEisenmann (2007), Pepin and Haggarty (2001), Remillard et al. (2009), Reys et al. (2004), Rezat (2006), and Valverde et al. (2002).”
Teachers’ selection and enactment of mathematical problems from textbooks (2015, background): “Curriculum documents and materials have been a key agent to improve mathematics practice in ways that align instruction with the reformers’ ideas (Askew et al. 2010; Cohen and Ball 1990; Kauffman et al. 2002; Pepin et al. 2001).”
Textbook research in mathematics education: development status and directions (2013, background): “Pepin and Haggarty (2001), based on their review of the relevant literature, presented a framework which classified the analysis of textbooks into four main areas: ‘‘mathematical intentions of textbooks’’, ‘‘pedagogical intentions of textbooks’’, ‘‘sociological contexts of textbooks’’, and…”