A comparative analysis of whole number multiplication and division in syllabi and textbooks: insights from Zambia, South Africa and Japan

Purpose This paper compared the treatment of whole number multiplication and division in syllabi and textbooks from Zambia, South Africa and Japan. Design/methodology/approach In-depth topic trace mapping was applied to determine when whole number multiplication and division were taught in the syllabi and textbooks. Vertical analysis involved applying structure analysis to the proportions of Greer’s (1992) multiplication and division problem situations in textbooks. Further, the study used descriptive analysis to examine similarities and differences in the cognitive expectations of the textbook problems. Findings The study found cross-national similarities and differences in educational opportunities that the intended curricula present. Multiplication and division were taught from Grade 2 to Grade 4, except in South Africa and Japan, where division was introduced in Grade 3. At the same time, the South African syllabus presented the two concepts up to Grade 6. Further, equal group and rectangular array situations were prevalent in all three countries’ documents. The study also found that procedural knowledge and problem-solving problems were popularly applied in all three countries’ textbooks. In contrast, the mathematical reasoning and problem-solving activities were only found in South African and Japanese textbooks to varying degrees. Research limitations/implications The study is limited to textbook comparison; there is a need to examine the actual usage of syllabi and textbooks by teachers in the classroom setting. Further, the representation dimension of cognitive expectation was limited to “drawings”. A broader view of this dimension (to include symbolic and linguistic representation modes) is needed. Practical implications The study’s findings have the potential to significantly impact curriculum reform on multiplication and division, particularly in Zambia and other countries facing similar challenges. By revealing the similarities and differences in the treatment of multiplication and division, the study offers actionable insights for curriculum developers, textbook writers and teachers. Social implications Inclusive curricula and textbooks have implications for learner achievement. Originality/value Most studies have analysed multiplication and division independently. The present study could offer a broad understanding of the two related concepts by analysing the two units simultaneously. Furthermore, analysing the two units and the subtopics presents an in-depth understanding of their development. The study reduces the dearth of literature on comparative studies in Africa and between developed and developing countries. Moreover, the study findings offer actionable information for the analysed countries, including those with similar experiences.