Most mathematics teachers would want students to work cooperatively with others, particularly when they are using small groups. But these are societal beliefs, attitudes or values that we would expect all subject teaching to contribute to. Clearly there are different styles used in mathematics textbooks. Some seem to take the line that there are various rules that need to be learnt by the students. Such rules are boxed and highlighted with color.
Rudimentary explanation is given at the most as to where such rules come from.
It could be suggested that texts such as these may be valuing rules above understanding, and of elevating closure over openness. Perhaps it could be conjectured that schools and teachers who choose such texts also want such values emphasised. Moving from the use of resources to how teachers teach in the mathematics classroom, it is not unusual to imagine a situation where a mathematics teacher chooses to give extra marks on a test or for book work for neat presentation of work. We are not concerned at this point as to whether one or other of these approaches is correct, or in some way better overall, or one is better in this instance or that. The crucial assumption behind this discussion is that if teachers have a higher awareness of what influences their decision making in classrooms, then they will be able to have more control over their decisions.