comparative content analysis of mathematics textbooks in first grade students of elementary schools in iran, japan and america

The aim of the present research is to analyze, comparatively, the content of mathematics textbooks in the rst grade used in iran, japan, and the united states, which has three analytic axes, namely: teaching and learning opportunities based on process and content standards of nctm, assessment and practice opportunities and content treatment according to ve grade coding (narrative expres- sions, mathematical expressions, pictures, shapes, tables and diagrams). the statistical population of this query was the content of mathematics textbooks in the rst grade used in iran (both old version and the recent one), japan, and the united states (california state). this research was conducted based on comparative content analysis method in which qualitative and quantitative analyses were used for data collection and data analysis, respectively. according to the research ndings, reasoning and proof standard was not treated in japanes textbook as well as in the old and recent versions of textbooks used in iran. analysis of exercise and evaluation opportunities in the recent version of the iranian textbook revealed that there was not any use of true-false questions. therefore, the researcher's recommendations based on their ndings are: 1) more emphasis on using numeric and algebraic expressions in the treatment of concepts; 2) increasing, signi cantly, the treatment of rea- soning and proof standard; 3) using true-false questions in exercises and 4) using natural images in conceptualizations and transferring cultural contents.