In this study, first and second-year high school math textbooks in France, which are actively introducing algorithms and programming as the content area of the mathematics curriculum, were analyzed. We looked at how algorithms and programming were used by areas such as algebra, geometry, and analysis, and analyzed the types of coding languages used and types of tasks. As a result of the analysis, algorithms and programming were used in all content areas in French textbooks, and text-based codes and pseudocodes were mainly used. In addition, it was confirmed that algorithms and programming can be dealt with in mathematical tasks in various forms, such as interpretation/modification/writing of code, execution and problem solving, and reflection. Based on the analysis results, implications for the introduction of algorithms in the mathematics curriculum were presented.