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We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical questions and by keeping these questions open throughout significant portions of the lesson. Furthermore, student curiosity and anticipation can be enhanced through ambiguity. Stark structural differences exist among lessons with explorations, suggesting that explorations are not necessarily supportive of sustained student inquiry. These insights not only enable educators to learn whether and how a lesson encourages inquiry but also support the design of new curricular materials aligned with the goals of reform.

Although traditional textbooks may not guide students through explorations or encourage group work, as many standards-based curricula do, virtually all textbooks contain mathematically accurate information and problems that, with adjustment, can be leveraged to support mathematical curiosity, reasoning, and discussion. Teachers who recognize rich opportunities in their textbooks can develop routine curricular adaptations that turn parts of any curriculum into engaging learning experiences without too much extra work for the teacher. In this article, the authors draw from their experience in high school mathematics teaching, textbook design, curricular research, and teacher education to present curricular practices that take advantage of the worked examples, problem banks, "challenge" or "critical thinking" questions, and definitions in traditional textbooks. For each strategy, they illustrate how to adapt a section of a traditional textbook and explain how an updated version can offer students meaningful opportunities to reason and recognize rich mathematical connections. Their goal is to enable new high school mathematics teachers to continue developing their ability to nurture their students' reasoning and problem-solving skills.

Elliot Eisner proposed that educational challenges can be met by applying an artful lens. This article draws from Eisner's proposal to consider the assumptions, values, and vision of mathematics education by theorizing mathematics curriculum as an art form. By conceptualizing mathematics curriculum (both in written and enacted forms) as stories mathematical lessons can be artfully crafted to inspire wonder or capture attention through surprise. Framing mathematical content in narrative terms can enable a rewriting of mathematical experiences for learners.

This paper proposes a framework for reading mathematics texts as narratives. Building from a narrative framework of Meike Bal, a reader's experience with the mathematical content as it unfolds in the text (the "mathematical story") is distinguished from his or her logical reconstruction of the content beyond the text (the "mathematical fabula"). The qualities of mathematics texts that enable a narrative interpretation are examined and key distinctions between literature and mathematics texts are discussed. This framework offers potential benefits for curriculum design, such as helping teachers recognize the possible benefits or consequences of reordering mathematical tasks for students.

Although the Curriculum Principle in "Principles and Standards for School Mathematics" states, "A school mathematics curriculum is a strong determinant of what students have an opportunity to learn and what they do learn," this article seeks to help teachers enhance tasks found in commonly used textbooks to create additional opportunities for students to develop conceptual understanding of linear measurement specifically involving unit iteration. Guided by the work of the STEM (Strengthening Tomorrow's Education in Measurement) Project, which carefully analyzed the measurement content found in three representative U.S. textbooks, the authors also raise questions about opportunities that are often absent from elementary school mathematics curricula. (Contains 6 figures.)