This study analysed the designs of algebraic problems in elementary mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This study employed a content-analysis method that focused on four dimensions: representational forms, cognitive demand levels (CDLs), contextual features, and types of responses. The result of the chi-square tests showed that there were significant differences between specific categories in the four dimensions among the five countries. Although we argued this, we did not claim that it might influence students' mathematics performance in these five countries. For instance, regarding representational forms, Finland, Indonesia, and Malaysia designed problems with the highest emphasis on symbolic forms (z = 21.62, 75.03%), visual forms (z = 15.65, 42.57%), and verbal (z = 10.69, 41.35%) forms, respectively. The other findings regarding CDLs, contextual features, and types of responses can also help to understand students' potential engagement when learning algebra at elementary schools in the five countries.