Over the last 10 years, I have studied curricular practices in mathematics classrooms in different countries, in particular in England, France, and Germany. The goal of these studies has been to develop a deeper understanding of what is going on in mathematics classrooms at the lower secondary level, especially with respect to teachers’ use of curricular materials such as textbooks. The comparative perspective has helped to reveal teachers’ practices more clearly, to deepen our understanding of those practices and discover alternatives, and perhaps to stimulate discussion about choices within our own country. Sometimes it is important to realise that we have choices and what these may look like.