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The analysis of the content of school textbooks, particularly in a time of cross-cultural borrowing, is a growing field restricted by the tools currently available. In this paper, drawing on the analyses of three English year-one mathematics textbooks, we show how two approaches to the analysis of sequential data not only supplement conventional frequency analyses but highlight trends in the content of such textbooks hidden from frequency analyses alone. The first, moving averages, is conventionally used in science to eliminate noise and demonstrate trends in data. The second, Lorenz curves, is typically found in the social sciences to compare different forms of social phenomena. Both, as we show, extend the range of questions that can be meaningfully asked of textbooks. Finally, we speculate as to how both approaches can be used with other forms of ordered classroom data.