Over the past 30 years, there has been a great deal of work directed at, first, understanding
students’ difficulties in algebra and, second, examining ways of tackling these difficulties.
There is a vast research literature detailing successful ways of teaching algebra in
experimental and laboratory settings. Yet, there is no clear evidence that this work has had a
significant effect in terms of improving either attainment or engagement in algebra in
ordinary, or non-experimental, classroom settings. Indeed, in England, current attainment in
algebra appears to be no better than that of 30 years ago. In this paper, we analyse the algebra
topics from two textbooks currently in widespread use in England, focusing on Grade 7 (ages
12–13). We examine the extent to which these textbooks draw on the research literature to
support the teaching of algebra. Finally, we discuss the implications of this study.