Comparative analysis of contextualization in mathematics textbooks in Morocco, Canada, and China

Abstract

Textbooks play a key role in mathematics learning by structuring concepts and influencing teaching methods as well as students’ perception of the subject. The contextualization of mathematical concepts, by integrating real-world problems, is essential to encourage the application of knowledge to concrete situations. This study compares mathematics textbooks from Morocco, Canada, and China to analyze their pedagogical approaches, particularly regarding contextualization. Based on the theory of realistic mathematics education (RME), it examines how these textbooks make mathematics more concrete and relevant for students. By providing an international comparison, this study contributes to a better understanding of pedagogical practices and highlights the importance of appropriate contextualization to improve mathematics learning. It emphasizes the impact of editorial choices on how students perceive and engage with the subject. The analysis reveals that Chinese and Canadian textbooks offer a greater variety of contextualized problems and representations, which enhances students’ understanding. In contrast, Moroccan textbooks adopt a more abstract approach, limiting students’ motivation and performance.