One-step and multi-step linear equations: a content analysis of five textbook series

Being able to solve one-step and multi-step linear equations is a hallmark of algebraic proficiency in the United States and abroad. The purpose of this paper is to report on a textbook comparison study regarding the treatment of linear equations in five textbook series that are popular in the United States: Center for Mathematics Education Project Algebra 1 and Algebra 2 (CME), Core-Plus Mathematics Program Courses 1–3 (CPMP), Glencoe Algebra 1 and Algebra 2, Interactive Mathematics Program Years 1–3 (IMP), and University of Chicago School Mathematics Project Algebra and Advanced Algebra (UCSMP). Data are reported for the following curriculum variables: content, cognitive behavior, real-world context, and tools (technology and manipulatives). Sequencing of the content, and links between symbolic and functions-based approaches are discussed. Based on the data presented, what students experience relative to setting up and solving one-step and multi-step linear equations is likely to be markedly different, depending on which textbook is used in their classrooms. Implications for practice and ideas for further research are discussed.