This study offers a comparative analysis of questions found in Turkish, Singaporean, and American mathematics textbooks and workbooks based on topics covered in the 8th grade mathematics curriculum in Turkey. To this end, the study utilizes the 3-dimensional framework developed by Li. When the questions in the textbooks and workbooks representative of those used in the United States, Singapore, and Turkey were analyzed with respect to their mathematical features, the percentage of questions that require multiple computation procedures were found to be 90%, 96%, and 85% respectively. When the questions were analyzed with respect to their contextual features, it was observed that questions categorized as purely mathematical in context made up 72%, 76%, and 61% of the questions in the books. When the questions were compared with respect to their response type, a sub-category of performance requirements, it was found that 83%, 85%, and 66% of the questions respectively required only numerical answers. In the representative books from the US, when questions were categorized with respect to their cognitive requirements, a sub-category of performance requirements, it was determined that conceptual understanding, procedural practice, problem solving, and special requirements constituted 9%, 81%, 9%, and 1% of the questions. These percentages were determined to be 7%, 83%, 9%, and 1% for the Singaporean books, and 21%, 67%, 11%, and 1% for the Turkish books. Even though the percentage of questions that required problem solving was higher in the Turkish books than in those of the other two nations, the number of such problems in the books was less (US 259, Singapore 246, Turkey 144).