The rationale behind this study concerns the issues school administrators and teachers/prospective teachers face over the progress of these students in mathematics classrooms in two different countries (Spain/Catalonia and Kosovo). This study aimed to present a method of examining primary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected geometrical transformations learning across the different curricula. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study. As a main result, we found that the organization of content is based upon a disconnected way of presentation about transformations, and a few attentions paid to variability issues.