Abstract
The integration of children's trade books in the mathematics classroom has experienced a dramatic surge in its popularity; yet, though the positive benefits of this strategy have been well documented, these benefits may only be realized if the literature is of high quality. Utilizing a mathematics trade book evaluation instrument, this inquiry explored the impact of varied backgrounds and perspectives on determinations of quality. Utilizing 30 reviewers from five distinct groups and conducting more than 180 evaluations of six trade books, it was found that the background of the reviewer and the number of reviewers involved in the evaluation affected quality determinations. The results indicate that though instruments such as Hunsader's provide a valuable tool for evaluating mathematics literature, the evaluation process, including the number and the background of those involved in the review, greatly affects evaluation results. Subsequently, it is vital that teachers and other educators who either incorporate, or recommend the incorporation of, mathematics trade books actively explore and assess the evaluation and recommendation processes.
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