This article comments on mathematics textbooks for lower secondary schools. Authors do not focus on texts in the books but on the nonverbal elements instead. A possible system of categories which enables mapping and classifying of such elements is suggested in this article. As a result of that, it is possible to evaluate and compare the textbooks…

Proposes elements of a model of knowledge structures used in comprehending and generating graphs. Uses the competence model to attempt to organize and interpret findings on misconceptions in graphing. Discusses two types of common misconceptions; treating the graph as a picture and slope-height confusions. (YP)