This paper outlines a preliminary investigation into the kinds of mathematical and mathematics educational values conveyed in representative lower secondary mathematics textbooks in Singapore and Victoria, Australia. Mathematical and mathematics educational values are viewed as being influenced by--and acting on--different sociocultural levels of values. Data compiled from the content analysis exercise reveal an unbalanced portrayal for each of the eight selected pairs of complementary values. The relationship between some of the commonly-adopted value signals and the nature of mathematical genre is explored. Differences in the way values are portrayed in the two culturally different regions are also discussed. (Contains 79 references.) (Author/CCM)