The topic is a part of my dissertation thesis where I am going to analyze Czech and British mathematical textbooks for lower secondary school from different views. Before we start to analyse a textbook, we have to carry out a detailed analysis and comparison of both states’ curriculum. This process is necessary because textbooks we plan to analyse should correspond to the curriculum standards. To compare Britsh and Czech mathematical textbooks first of all we have to study carefully both official state curricula. In the Czech Republic, a textbook research is not popular in these days. There are just few researches, which are interested in this problem. Jan Průcha, for instance, has adopted Nestler’s method based on a text difficulty measurement. This method became a starting point for others. Fortunately, a work group of researches was established at the Pedagogical faculty in Brno few years ago. They are focused on a textbook research and try to support all researches that work with textbooks. If we detect the research situation in the Czech republic, we recognize that there is no complete analysis of Czech mathematical textbooks either any comparison of mathematical textbooks from other countries. It is very difficult to find suitable method for analyzing mathematical textbooks because of their specific structure and content. We suppose that to apply Průcha’s method on mathematical textbooks is almost impossible. For that reason we decided to use a comparative analysis of mathematical textbooks from different countries to analyze chosen textbooks according to polish model of teaching “learning by doing” (Krygowska, Siwek). Therefore in this case, it is necessary to give a detailed description of mathematical education based on national curriculum. In this contribution we will analyze the whole curriculum for lower secondary school of both countries. Our considerations will be set into the theoretical framework of comparative pedagogy, specifically into a field, which deals with a description of educational systems and curriculum. Research problem will be directed on structure, subject matter arrangement and its adaptation in textbooks. We will try to find the answers to the following questions: In which cases the content of Czech and British mathematical curriculum is similar or different? Are similar claims to pupils’ competences covered? What kinds of mathematical knowledge should pupils have after finishing lower secondary school? The main purpose of this research is to create a comparative analysis of Czech and British curriculum, which will be focused on mathematical education. Such an analysis is still missing in Czech and in international comparative pedagogy. Findings could help to better understanding of Czech and British curriculum and could become a basic document for further analysis, especially for comparative Czech and British mathematical textbooks. It could be helpful for both sides – Czech and British – and of course for the whole international community of comparative pedagogy.

Czech and British curriculum will be described and analyzed. The contents of mathematical education for pupils aged 11 to 14 will be compared. Competences that should be developed in mathematics in each country will be searched. Next step will be focused on amounts of mathematical knowledge, schedule and number of lessons per year (e.g. how deeply and when linear function is taught, number of math lessons at lower secondary schools, etc.).