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This paper presents two novel approaches, moving averages and adapted Lorenz curves, for analyzing the content of school mathematics textbooks, specifically focusing on their sequencing and distribution of tasks. By applying these methods to three English year-one mathematics textbooks, the authors demonstrate how they can reveal trends and insights that traditional frequency analyses may overlook. The study aims to enhance the methodology of textbook analysis, addressing limitations in current practices an

Author

2025761773

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EN