This research aims to compare the value of progress conveyed in the form four mathematics textbooks from Australia and Malaysia. One mathematics textbook was analysed from each of the countries. Two chapters were chosen for analysis from both of the textbooks, namely Linear Equations and Trigonometry. Content analysis was used to analyse the data. Four characteristics of the value of progress were identified, namely questioning, growth, alternative and generalisation. For the characteristics of questioning, both of the textbooks gave more emphasize to the use of "directive words or phrases compared to use of questions. The value of progress with characteristics of growth and alternative was more clearly conveyed in the TVA Math textbooks, compared to the TMA Math textbook. The value of progress with the characteristics of growth, for both textbooks, was conveyed through use of histories. The value of progress with characteristics of alternative was identified through the use of multiple strategies and methods in discussing the mathematical concepts. The value of progress with characteristics of generalisation was conveyed more clearly in the TMA Math textbook, compare to the TVA Math textbook. There were two characteristics of generalisation which could be identified from the both textbooks, namely deducing and make conclusion. It is suggested that in order to make mathematics textbooks a more comprehensive learning resource, the mathematics textbook should not only focus on developing the cognitive level of the students, but also consider their affective aspects, especially the value of progress. Contribution/ Originality:This study is one of very few studies which have investigated the comparison of the mathematical value, specifically the value of progress as conveyed in mathematics textbooks in Malaysia and Australia. The findings of this study can be used as a guide to the educator and researcher in mathematics education about the need to focus on the inculcation of the value of progress in mathematics textbooks.

This study aimed to compare the value of control with characteristics of prediction conveyed in Year 10 secondary school mathematics textbooks from Victoria, Australia and Malaysia. A mathematical textbook was analyzed from each country, namely the TVA Math textbook from Australia and TMA Math textbook from Malaysia. Two chapters were selected for analysis from both textbooks with two equivalent chapters, namely Linear Equation and Trigonometric. Content analysis was used to analyze the data. In general, the TVA Math textbook conveyed the value of control with the characteristics of prediction more significantly, compared to the TMA Math textbook. The analysis of both of the Math textbooks show that, the value of control with characteristics of prediction was conveyed through three situations, namely learning objective, note and problem solving. The recommendation was that both textbooks, especially the Malaysian mathematics textbook, should be given more opportunities to instill more mathematical tasks related to the value of control, specifically the characteristic of prediction. Hence the mathematical textbooks could become a more comprehensive learning resources, if it focused not only on the cognitive aspect, but also on the affective aspects, particularly the value of control.

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