Fractions are considered a difficult area within mathematics, and the transition from whole numbers to fractions poses difficulties for many students. Previous research also shows that textbooks play a significant role in mathematics education and are therefore an important tool in teachers’ planning and implementation of instruction.The purpose of this study is to examine how different mathematics textbooks address numbers in fraction form. A total of three textbooks were analyzed using content analysis, with the aim of identifying which common misconceptions are addressed and how the textbooks provide opportunities for students to avoid these misconceptions. 

The results indicate that common misconceptions highlighted in previous mathematics education research are not given a prominent role in the textbooks. Specifically, the textbooks address misconceptions related to the meaning of the numerator and denominator, equal partitioning, and the relationship between fractions and whole numbers in an implicit manner. This implicit approach may limit students’ opportunities to develop a well-founded understanding of fractions. Notably, explicit explanations of the relationship between the numerator and the denominator are often absent, and students’ ability to independently divide wholes may be influenced by the structure of the tasks. Although the textbooks may attempt to provide conditions for students to avoid certain misconceptions, the findings suggest that teacher-led clarification of key concepts is crucial for student learning. The discussion highlights the teacher’s role from a sociocultural perspective, emphasizing the importance of the teacher actively compensating for the misconceptions that are only implicitly addressed in the textbooks.