| Summary: | 碩士 === 國立嘉義大學 === 數理教育研究所 === 105 === Organization for Economic Co-operation and Development (OECD) (2016) reported that the students’ performance in mathematics of Singapore, USA and Indonesia had a significant difference. There is a strong relationship between textbooks used and mathematics performance of the students. The purpose of this study was to compare and analyze mathematics textbooks selected from Singapore, USA, and Indonesia on algebra and geometry units at the eighth grade (middle school) in terms of textbooks' content, cognitive demand level, and context-based development through a content analysis. This study revealed that each mathematics textbook has different priorities and the approaches in the three textbooks, which were interpreted in the light of the three terms (textbooks' content, cognitive demand level and context-based development). Textbooks with different content emphases, cognitive demand level, and context-based development provide insights about the way mathematics is taught and learned in the corresponding educational systems. The findings also showed that each textbook has its own uniqueness compared to the others. In addition, Singaporean and Indonesian textbooks provided more questions requiring lower cognitive demand level (66.66% and 71.43%) within algebra units. On the other hand, the USA textbook provided more questions requiring higher cognitive demand level (59.13%) on algebra. In line with that, on geometry, there were approximately equivalent numbers of geometry questions requiring lower and higher cognitive demand level in the three textbooks. Moreover, the USA and Indonesian textbooks developed more mathematical context-based questions, especially in geometry units (over 60%). It is hoped that the results of this study will inform curriculum designers and the authors of mathematics textbooks in Singapore, USA, Indonesia and other countries as they review and update their mathematics textbooks.
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