---
_id: '65631'
abstract:
- lang: eng
  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>"
article_type: original
author:
- first_name: Lea
  full_name: Stallmeister, Lea
  id: '63369'
  last_name: Stallmeister
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
citation:
  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>
  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>
  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}
    }'
  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>.
  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>.'
  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>.
  short: L. Stallmeister, S. Rezat, Educational Studies in Mathematics (2026).
date_created: 2026-05-17T14:32:31Z
date_updated: 2026-05-17T14:40:54Z
ddc:
- '370'
department:
- _id: '360'
doi: 10.1007/s10649-026-10511-7
keyword:
- mathematics
- textbooks
- userstudy
- resources
- digital resources
- students
- secondary eduction
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://doi.org/10.1007/s10649-026-10511-7
oa: '1'
publication: Educational Studies in Mathematics
publication_identifier:
  issn:
  - 0013-1954
  - 1573-0816
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: The role of the mathematics textbook in times of resource diversity
type: journal_article
user_id: '31132'
year: '2026'
...
---
_id: '60196'
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.'
article_type: original
author:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
citation:
  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>
  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>
  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} }'
  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>.'
  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>.'
  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>.
  short: S. Rezat, ZDM – Mathematics Education 57 (2025) 891–904.
date_created: 2025-06-12T14:21:07Z
date_updated: 2025-12-16T14:32:27Z
ddc:
- '370'
department:
- _id: '360'
doi: 10.1007/s11858-025-01708-w
file:
- access_level: closed
  content_type: application/pdf
  creator: srezat
  date_created: 2025-06-12T14:23:07Z
  date_updated: 2025-06-12T14:23:07Z
  file_id: '60197'
  file_name: s11858-025-01708-w.pdf
  file_size: 1296774
  relation: main_file
  success: 1
file_date_updated: 2025-06-12T14:23:07Z
has_accepted_license: '1'
intvolume: '        57'
keyword:
- governance
- digital curriculum resources
- digital textbooks
- digital curriculum materials
- quality
language:
- iso: eng
page: ' 891–904'
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: The quality of digital curriculum resources for mathematics in German educational
  policy
type: journal_article
user_id: '31132'
volume: 57
year: '2025'
...