There is much to be learned through a careful study of today's textbooks for introductory algebra.
There turns out to be a great variation among the books in terms of their mathematical content and delivery. The great range of quality means that textbook selection should only be made with careful study, for the consequences of such decisions are great.
Although textbooks vary greatly in mathematical depth and rigor, they also differ in style which leaves some room for preferences based on the nature of the approach used.
Perhaps the most striking finding is that the majority of the books reviewed should not be considered adequate for student use in introductory algebra classes. Any hopes for significant improvement in the status of American mathematics education in the near future would seem unrealistic given the typical quality of the instructional materials in use. The average "grade" for a textbook was a "C" and this is about the maximum level of mathematical achievement many books tend to support. Difficult problems and an emphasis on proof and derivation were especially lacking, but algebra topics such as linear inequalities, linear functions, and factoring were often quite weak as well.
For those trying to make a textbook selection, the message is clear -- let the buyer beware!