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The aim of the present research is to analyze, comparatively, the content of mathematics textbooks in the first grade used in Iran, Japan, and the United States, which has three analytic axes, namely: teaching and learning opportunities based on process and content standards of NCTM, assessment and practice opportunities and content treatment according to five grade coding (narrative expressions, mathematical expressions, pictures, shapes, tables and diagrams). The statistical population of this query was the content of mathematics textbooks in the first grade used in Iran (both old version and the recent one), Japan, and the United States (California State). This research was conducted based on comparative content analysis method in which qualitative and quantitative analyses were used for data collection and data analysis, respectively. The results showed that in all content standards, except for measurement standard and statistics, the percentage of standards in the recent version of textbook used in Iran have been reduced practice standards, the recent version of math textbook used in Iran showed a significant increase in the treatment of connection standard as compared to that of its old version. According to the research findings, reasoning and proof standard was not treated in Japanes textbook as well as in the old and recent versions of textbooks used in Iran. Analysis of exercise and evaluation opportunities in the recent version of the Iranian textbook revealed that there was not any use of true-false questions. Therefore, the researcher's recommendations based on their findings are: 1) more emphasis on using numeric and algebraic expressions in the treatment of concepts; 2) increasing, significantly, the treatment of reasoning and proof standard; 3) using true-false questions in exercises and 4) using natural images in conceptualizations and transferring cultural contents. [ABSTRACT FROM AUTHOR]

Highlights: [•] Reasoning-and-proving in exposition and tasks in two reform algebra texts examined. [•] Statistically significant differences between texts in tasks and exposition sentences. [•] Statistically different treatment across algebra subtopics in each text. [•] Few patterns or conjectures were tied to the development of arguments. [•] Technology not well represented across categories in either text. [Copyright &y& Elsevier]

Highlights: [•] We analyse the geometry chapters of a Grade 8 mathematics textbook from Japan. [•] The emphasis in the textbook is on ‘direct’ proofs of geometrical statements. [•] The textbook helps students construct suitable proofs. [•] Students may not fully appreciate the necessity or generality of mathematical proof. [Copyright &y& Elsevier]

Highlights: [•] Reasoning-and-proving is typically treated as a separate topic in US textbooks for future teachers. [•] Most textbooks include no explicit attention to reasoning-and-proving outside of dedicated sections. [•] Explanations of important aspects of reasoning-and-proving are absent from most textbooks. [•] Future teachers may have difficulties using these textbooks to learn about reasoning-and-proving. [Copyright &y& Elsevier]

Highlights: [•] Analyzed reasoning-and-proving (RP) tasks in seven elementary mathematics textbooks. [•] Results showed that the average percentage of RP tasks was 3.7%. [•] Proportion of RP tasks across the seven textbooks was statistically insignificant. [•] Standards-based textbooks differed from other texts in the placement of RP tasks. [Copyright &y& Elsevier]

In this paper we analyse the introduction of irrational and real numbers in secondary textbooks, and specifically the propositions on how these should be taught, in a sample of Brazilian textbooks used in state schools and approved by the Ministry of Education. The analyses discussed in this paper follow an institutional perspective (using Chevallard's Anthropological Theory of Didactics). Our results indicate that the notion of irrational number is generally introduced on the basis of the decimal representation of numbers, and that the mathematical need for the construction of the field of real numbers remains unclear in the textbooks. It seems that textbooks used in secondary teaching institutions develop mathematical organisations which focus on the practical block. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare 6th grade Turkish, Singapore, and American mathematics textbooks in terms of certain features of textbook design. Textbooks were compared based on their visual design, text density, internal organization, weights of curriculum strands, topics covered, and content presentation. The results revealed varied assumptions for student Learning and choices of design. Singapore books reflected simple features of text density and enriched use of visual elements, fewer number of topics, and an easier inner organization to follow. American books were mainly designed as reference books. Turkish books reflected a measured middle way between the two and reflected a design that valued active student Learning. However, Turkish books could use ideas to improve visual design and presentation of certain topics. [ABSTRACT FROM AUTHOR]

The article provides analysis of Palestinian mathematics textbooks. Topics discussed include the use of a specialised mathematical discourse, comparisons between Palestinian and English mathematics textbooks, and the use of linguistic indicators, mathematical vocabulary, and mathematical symbols in the textbooks.