Mathematics textbooks as a potentially implemented curriculum: a systematic review

Purpose This paper examines the revised Tripartite Curriculum Model by Valverde et al. (2002), a frequently cited framework in mathematics textbook research. It focuses on the empirical support for the models' assumed relationships between textbooks and other curriculum levels.Methods The paper combines a scoping review of 284 articles to structure the current state of research on the model’s conceptualized relationships between textbooks and other curriculum levels and a qualitative systematic review of 63 articles to synthesize research on textbook effects on the implemented and attained curriculum.Findings The scoping review identifies a persistent emphasis on textbook analysis and comparison and significant gaps in empirical research regarding the assumption that textbooks directly influence the implemented and indirectly influence the attained curriculum. The qualitative systematic review suggests that while textbooks are widely utilized, implementation varies, possibly due to teacher, student and contextual factors. Furthermore, results indicate potential textbook effects on student outcomes, although no study examined the model’s indirect pathway via the implemented curriculum, and many studies’ limitations restrict generalizability.Conclusion The findings highlight a critical gap in the empirical support for the model, suggesting a reorientation of research towards a comprehensive understanding of the interplay between textbooks, teaching, and student learning. A complementary perspective to incorporate teachers’ and students’ active role and contextual factors in the implementation process is proposed for future research.