A Content Analysis of the Algebra Strand of Six Commercially Available U.S. High School Textbook Series

Abstract

Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students’ opportunities to learn.