Abstract
The purpose of this critical review is to explore international perspectives on the analysis of the content of developed mathematics textbooks. This led us to explore the contributions to our knowledge of the compatibility of the content of the developed mathematics textbooks in the Kingdom of Saudi Arabia (KSA) with the standards of the National Council of Teachers of Mathematics (NCTM) in the United States of America (USA) between 2013 and 2019. This study sought to extract and synthesise the recommendations subsequent to comparing them according to the methodology, samples, grades, the number of NCTM standards that were covered, and the results of the analyses. Moreover, this review sought to identify the areas of the mathematics curriculum which covered a low percentage of NCTM standards according to such studies, and to help the stakeholders to develop these curricula. It was recommended that a study should be conducted in order to evaluate the content of developed mathematics for grades not covered in their studies, such as primary grades 1 to 2 and secondary grades 2 to 3. We found that the mathematics curriculum for the first secondary grade achieved a low percentage of NCTM standards.