Change over time is a crosscutting theme in the sciences that is pivotal to reaction kinetics, an anchoring concept in undergraduate chemistry, and students’ struggles with rates of change are well-documented. Informed by the education scholarship in chemistry, physics, and mathematics, a research team with members from complementary disciplinary backgrounds developed a rubric to examine how 10 general chemistry textbooks used by top producers of American-Chemical-Society-approved chemistry baccalaureates treat rates of change concepts in reaction kinetics. The rubric is focused on four categories of students’ challenges that emerged from the literature review: (i) fluency with graphical representations, (ii) meaning of sign of rate of change, (iii) distinction between average and instantaneous rates of change, and (iv) connections between differential and integrated forms of the rate laws. The analysis reveals interesting patterns but also variability among the texts that, intriguingly, is not explained by the degree to which a text is calculus-based. An especially powerful aspect of the discipline-based education research lens is its ability to reveal missing conceptual links in the texts. For example, the analysis makes apparent specific gaps in the supports needed to help students move between representational forms (words, symbols, graphs) in the development of the differential form of the rate laws. The paper discusses the implications of the findings for chemistry instructors and chemical education research.

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Learning trajectory (LT) research in mathematics education has shaped both instructional materials and assessments. But, the body of LT research has also been critiqued for not adequately considering equity and addressing student diversity. This study begins to fill this gap by characterizing the reasoning of 23 multilingual students who participated in task-based interviews about proportional relationships and linear functions. Using tasks aligned with an established LT, the analysis focuses on the interaction of task language demand and student language background. Results show how task linguistic complexity can interfere with accurately interpreting the mathematical reasoning of emergent bilingual students. We discuss the need to (a) incorporate a focus on linguistic diversity when planning instruction and (b) broaden the students who participate in LT research to avoid reinforcing implicitly biased assumptions about diverse learners.