A Comparative Study on Chinese vs American Elementary Math Textbooks Through a Transcultural Lens

Cultural frameworks remain central to how education is conceptualized and practised world­wide. Although mathematics is often perceived as a neutral discipline, Chinese elementa­ry textbooks subtly embed Confucian values, integrating moral cultivation, while textbooks from the United States reflect Enlightenment-based individualism, prioritizing autonomy and independent learning. This paper compares Grade 3 and Grade 6 math textbooks from the two countries to examine how these cultural traditions are embedded in pedagogy. The find­ings indicate that Chinese math textbook problems often highlight family, community, and social responsibility, whereas US problems emphasize individual choice, competition, and market-oriented reasoning. By analysing mathematics education through a cultural lens, this study hopes to deepen cross-cultural understanding and suggest new possibilities for educa­tional reform, positioning mathematics not only as a technical discipline but also as a site of moral and cultural formation.