Recontextualizing curriculum reform into teachable algebra in a Greek grade 10 textbook

This article examines how curriculum reform in grade 10 algebra is transformed into student-facing textbook material in Greece. It analyses one newly approved textbook in relation to the new mathematics curriculum and its official teacher guide. The study uses qualitative document analysis in two phases. First, four approved textbooks were mapped to identify a focal case for close analysis. Second, four sequences from the selected textbook were analysed: identities and factorization, quadratic equations and inequalities, functions, and quadratic functions. The findings show that the textbook turns broad curriculum orientations into a tightly sequenced algebraic pathway. Algebra is organized mainly through symbolic transformation, equation-based reasoning, coordination of representations and guided problem-solving. The discriminant serves as a recurring organizer that connects quadratic equations, inequalities and functions, while graphical work extends symbolic activity towards functional interpretation. The textbook also provides strong pedagogic mediation through definitions, observations, worked examples, graded tasks and bounded opportunities for justification and modelling. The article contributes to curriculum and textbook research by showing how reform intentions are made teachable through the organization of content, tasks, representations and guidance. The study concerns textbook design rather than classroom enactment.