Since the education system in Germany is a federal system, the focus is on the situation in Bavaria. The division of tasks between the Federation and the states (Länder) results from the constitution (Grundgesetz). Larger data collections were also carried out in this federal state. Primary school begins in Bavaria at the age of 6 and ends at the age of 10 (Döbert 2007). A transition to secondary school takes place at the end of the 4th grade and depends on the grades. One of the salient features of the Bavarian education system is segregation in the secondary level. In this area there are many types of schools, which pursue the goal of constructing learning groups as homogeneous as possible. The selection of students for these different types of school corresponds to socio-economic characteristics (Döbert 2007). Studies show that students from socially disadvantaged households have to show significantly better school performance in order to get onto a "Gymnasium" (Döbert 2007). Due to strong migration movements to Germany, the composition of the pupils in schools has changed significantly (Döbert 2007). Furthermore, many schools have become inclusive and students with disabilities have been integrated into regular classes. However, as we shall show, schoolbooks have closed themselves to these developments (Vogt & Krenig 2017; Vogt, Macchia & Bierschwale 2020). This presentation presents results from a textbook analysis. In particular, the situation is examined in math books. One focus is on the math books “Flex and Flo” and the “Zahlenbuch”, these materials are widespread in Bavarian schools. These materials have been checked by the relevant ministry of education and are approved for use in lessons. The individual design features and tasks in the schoolbooks are analyzed with the criteria catalogue.

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