Algebra Problems in Middle School Textbooks from Six Countries

Abstract

This study compared the algebra content of middle school mathematics textbooks from Finland, the United States, Singapore, China, Taiwan, and Nepal. Content analysis was employed to investigate five aspects of the algebra problems: the total number of algebra problems, representational forms, contextualization, response types, and cognitive demand. The results revealed that the six mathematics textbook series differed in all five aspects, indicating uneven opportunities to learn middle school algebra across countries. The insights gained can be valuable in designing mathematics textbooks and curricular materials. We provide recommendations for stakeholders and curriculum developers based on the results.