This look at old mathematics textbooks is designed to provide interesting insights into earlier historical periods as well as a different, sometimes amusing, perspective on current practices. (MK)

The author reviews two series of elementary textbooks and concludes that, in these series at least, publishers have made positive efforts to eliminate sex role stereotyping. (SD)

The representation of males and females in illustrations and problems in 11 textbook series is examined. The authors conclude that there has been some change in the roles given to females, but no change in the male stereotype presented. (SD)

A grammar school arithmetic textbook published in the 1890's is described. Many elements of current "modern" mathematics programs were present in this book. (SD)

Two studies on the match between test and textbook content are reviewed. The emphasis in textbooks on computation, wide variation in content, and weak matches between content in textbooks and tests were noted. (MNS)

Three popular textbooks were analyzed for level of cognitive processes used, and implications were drawn regarding supplementary activities if the English primary school model is to be transplanted" in America. (MM)

The interpretations by first graders of mathematics illustrations designed to teach relationships between sets are reviewed. (MP)

Basing their conclusions on studies in which (1) textbook problems were classified by students and parents and (2) texts were coded on several variables (e.g. sexually stereotyped occupations), the authors find textbooks are biased. They suggest several teacher strategies for countering this bias. (SD)

Guidelines are presented that are designed to help teachers maximize the usefulness of textbooks within their classroom instructional programs. It is noted that texts are the primary tools used in producing student learning, but it is the teacher who makes the textbook come to life. (MP)

Factors suggested as accounting for poor problem solving are inadequate programs for teaching problem solving, choice of operation, and the number of problems. (MP)

Presents observations about the influence of mathematics textbooks and suggests ways to use textbooks to advantage while reordering the sequence and emphasis of topics to allow time for alternative activities. The fifth-grade mathematics curriculum is examined as an example. (MKR)