[{"abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n                  <jats:p>\r\n                    Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (\r\n                    <jats:italic>Gymnasium</jats:italic>\r\n                    ,\r\n                    <jats:italic>Gesamtschule</jats:italic>\r\n                    ,\r\n                    <jats:italic>Realschule</jats:italic>\r\n                    ) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.\r\n                  </jats:p>","lang":"eng"}],"publication":"Educational Studies in Mathematics","department":[{"_id":"360"}],"type":"journal_article","keyword":["mathematics","textbooks","userstudy","resources","digital resources","students","secondary eduction"],"date_created":"2026-05-17T14:32:31Z","article_type":"original","publication_status":"published","date_updated":"2026-05-17T14:40:54Z","author":[{"last_name":"Stallmeister","first_name":"Lea","full_name":"Stallmeister, Lea","id":"63369"},{"id":"31132","first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian"}],"publication_identifier":{"issn":["0013-1954","1573-0816"]},"title":"The role of the mathematics textbook in times of resource diversity","year":"2026","doi":"10.1007/s10649-026-10511-7","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://doi.org/10.1007/s10649-026-10511-7","open_access":"1"}],"quality_controlled":"1","citation":{"bibtex":"@article{Stallmeister_Rezat_2026, title={The role of the mathematics textbook in times of resource diversity}, DOI={<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Stallmeister, Lea and Rezat, Sebastian}, year={2026} }","ama":"Stallmeister L, Rezat S. The role of the mathematics textbook in times of resource diversity. <i>Educational Studies in Mathematics</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>","mla":"Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” <i>Educational Studies in Mathematics</i>, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>.","chicago":"Stallmeister, Lea, and Sebastian Rezat. “The Role of the Mathematics Textbook in Times of Resource Diversity.” <i>Educational Studies in Mathematics</i>, 2026. <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">https://doi.org/10.1007/s10649-026-10511-7</a>.","short":"L. Stallmeister, S. Rezat, Educational Studies in Mathematics (2026).","ieee":"L. Stallmeister and S. Rezat, “The role of the mathematics textbook in times of resource diversity,” <i>Educational Studies in Mathematics</i>, 2026, doi: <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">10.1007/s10649-026-10511-7</a>.","apa":"Stallmeister, L., &#38; Rezat, S. (2026). The role of the mathematics textbook in times of resource diversity. <i>Educational Studies in Mathematics</i>. <a href=\"https://doi.org/10.1007/s10649-026-10511-7\">https://doi.org/10.1007/s10649-026-10511-7</a>"},"oa":"1","status":"public","user_id":"31132","ddc":["370"],"_id":"65631","publisher":"Springer Science and Business Media LLC"},{"has_accepted_license":"1","status":"public","user_id":"31132","ddc":["370"],"volume":57,"page":" 891–904","_id":"60196","publisher":"Springer Science and Business Media LLC","quality_controlled":"1","file_date_updated":"2025-06-12T14:23:07Z","citation":{"apa":"Rezat, S. (2025). The quality of digital curriculum resources for mathematics in German educational policy. <i>ZDM – Mathematics Education</i>, <i>57</i>, 891–904. <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">https://doi.org/10.1007/s11858-025-01708-w</a>","ieee":"S. Rezat, “The quality of digital curriculum resources for mathematics in German educational policy,” <i>ZDM – Mathematics Education</i>, vol. 57, pp. 891–904, 2025, doi: <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>.","short":"S. Rezat, ZDM – Mathematics Education 57 (2025) 891–904.","chicago":"Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics in German Educational Policy.” <i>ZDM – Mathematics Education</i> 57 (2025): 891–904. <a href=\"https://doi.org/10.1007/s11858-025-01708-w\">https://doi.org/10.1007/s11858-025-01708-w</a>.","mla":"Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics in German Educational Policy.” <i>ZDM – Mathematics Education</i>, vol. 57, Springer Science and Business Media LLC, 2025, pp. 891–904, doi:<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>.","ama":"Rezat S. The quality of digital curriculum resources for mathematics in German educational policy. <i>ZDM – Mathematics Education</i>. 2025;57:891–904. doi:<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>","bibtex":"@article{Rezat_2025, title={The quality of digital curriculum resources for mathematics in German educational policy}, volume={57}, DOI={<a href=\"https://doi.org/10.1007/s11858-025-01708-w\">10.1007/s11858-025-01708-w</a>}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian}, year={2025}, pages={891–904} }"},"publication_status":"published","date_updated":"2025-12-16T14:32:27Z","article_type":"original","intvolume":"        57","year":"2025","title":"The quality of digital curriculum resources for mathematics in German educational policy","publication_identifier":{"issn":["1863-9690","1863-9704"]},"author":[{"first_name":"Sebastian","last_name":"Rezat","full_name":"Rezat, Sebastian","id":"31132"}],"doi":"10.1007/s11858-025-01708-w","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"This paper examines the governance and quality control of digital curriculum resources (DCR) for K-12 mathematics education in Germany. It focuses on approval processes and criteria set by the 16 federal states, arguing that these have the potential to influence the development of DCR. Using qualitative content analysis, the study explores three research questions: which DCR require official approval, the criteria applied for approval, and the extent to which these criteria are mathematics-specific. Findings indicate that 10 federal states maintain official approval systems, covering digital equivalents of printed textbooks and selected supplemental materials. However, most DCR fall outside these regulated processes, leaving their evaluation largely to individual schools and teachers. The study identifies 17 categories of quality criteria, but reveals a lack of detailed, mathematics-specific requirements. Instead, many criteria are broad references to didactical principles and educational goals, leaving the interpretation and application of these quality standards open-ended. Subject-specific criteria are included but remain limited in specificity. The study underscores the need for research-informed, mathematics-specific quality standards to guide DCR development and approval, emphasizing their importance amidst challenges like artificial intelligence. Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to be used in schools."}],"publication":"ZDM – Mathematics Education","type":"journal_article","keyword":["governance","digital curriculum resources","digital textbooks","digital curriculum materials","quality"],"department":[{"_id":"360"}],"file":[{"file_id":"60197","success":1,"content_type":"application/pdf","file_name":"s11858-025-01708-w.pdf","access_level":"closed","file_size":1296774,"relation":"main_file","date_updated":"2025-06-12T14:23:07Z","date_created":"2025-06-12T14:23:07Z","creator":"srezat"}],"date_created":"2025-06-12T14:21:07Z"}]