The inscription of desired images of children through contextualized tasks in mathematics textbooks from Flanders and Turkey

International audience ; Mathematics textbook studies frequently focus on students' opportunities to learn mathematics and primarily adopt a content perspective. In this comparative textbook study, by drawing on the notion of pedagogical inscription device, we attempt instead to scrutinize what desired images of children elementary school textbooks of Flanders and Turkey are inscribing through their contextualization of tasks. The comparative lens in so doing has helped to identify desired images across both educational region and to discuss the role of mathematics in so doing.