Abstract
This paper reports on an analysis of mathematics textbooks used in lower secondary classrooms in England, France and Germany. The examination was carried out using an analysis schedule based on existing literature on textbooks. In this paper we look first at the development of the analysis schedule and then at the how particular textbooks treat the topic of angle. From this we conclude that learners in the different countries are offered different mathematics. In particular, learners in England are offered few challenges in the mathematics they are offered compared with their French and German counterparts.
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