Textbooks are a key part of curriculum materials used for guiding students' acquisition of certain culturally valued concepts, procedures, intellectual dispositions, and ways of reasoning (Battista & Clements, 2000). There are many contextual and social factors that influence the ways teachers engage with and use curriculum materials in their teaching. The way that teachers use textbooks is affected by their individual teaching philosophies and practices. The interaction with curriculum materials is an important source of teachers' learning (Leikin, 2006). When the teachers plan for lessons, they express the need to know the content of the textbook well enough in order to teach. In this way, the textbook stimulates teachers' thinking. Research on teachers' interactions with textbooks can provide valuable insights and the potential for curriculum materials to contribute to reform in mathematics teaching. Understanding the critical relation between the teacher and the intended curriculum as well as the role of high-quality mathematics textbooks on students' performance has the potential for impact on student learning.