<p>This paper aims to provide readers with an overview of recent advances in research on mathematics textbooks in relation to curriculum development and instructional reform. It consists of two main parts, with the first part presenting a targeted micro-scoping review of 13 related research articles published over the last decade (2015–2024), and the second part giving an overview of the 13 research articles published in this special issue of <i>ZDM – Mathematics Education</i> on the same theme. Overall, the research shows that textbooks serve the important function of not only supporting teachers’ instructional practices and change, but also facilitating the rollout or maintenance of new curricula, although how and to what extent mathematics textbooks can play this role depend on a variety of factors, including the design of the textbooks, their alignment with the curriculum changes and pedagogical approaches advocated, and how teachers perceive them. It was observed that while curriculum development can affect teachers’ selection and use of textbooks, textbook research can also have an impact on subsequent curriculum reform. Further research is needed to better understand how textbooks can be used effectively in the classroom to support teaching, how professional development can support teachers’ optimal use of textbooks, and how the quality of textbooks, especially digital instructional resources, can be evaluated. The paper ends with a discussion of possible future research directions for related issues.</p>