The paper reports on a study analyzing the differences in how the concepts of multiplication and division are depicted in primary school mathematics textbooks from three countries. This study contributes to the growing field of textbook analysis by focusing on an international comparison of curricula materials, specifically targeting younger grade levels and conceptual understanding of key concepts. Multiplication & division are important concepts for young learners of mathematics to understand because they provide the fluency skills and knowledge essential for higher level mathematics. The authors utilize content analysis to analyze three countries (United States, Poland, Mainland China) prominently used textbooks in childhood mathematics education classrooms. Results depict several major differences in curricula that may have correlations to a country’s mathematics education outcomes. Findings suggest policy makers and education leaders focus on evaluating curricula materials for primary mathematics education.