This study compares the algebra sections in three textbooks, one South African grade 9, one South African grade 10, and one Angolan grade 10 textbook. The comparison is fourfold. First, I compare the textbooks in terms of topics. Second, I compare the distribution of the text on explanations, examples and exercises. Third, I use the levels of understanding of algebraic expressions suggested by Sfard and Linchevski (1994) to interrogate progression and consistency of the texts. And finally, I look at the number of steps required to move from task to solution in the examples and exercises, providing a different measure of progression. The data shows that the Angolan textbook has more explanations than the South African textbooks, and far fewer exercises. However, the progression both in terms of levels of understanding of algebraic expressions and in terms of the number of steps required to solve tasks is swifter in the Angolan textbook. Also, there is less focus on symbol manipulation in the Angolan textbook. Though much depends on the ways in which textbooks are used in the classroom, this suggests that the Angolan textbook offers the learners more opportunities to learn.

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