For the most part, math curriculum all has a very similar scope and sequence. That means they cover the same topics in much the same order. That is fairly obvious, as you have to learn one skill in order to apply it to the next level of problems. Where many texts differ is in their word problems. In my opinion, word problems are at the core of any math curriculum.
If a student sees a problem and solves it, that is an excellent example of memorizing and following algorithms - the step by step process by which an answer is found. But if a student can read a word problem and go through the mental process required to solve that problem, they have demonstrated a much deeper kind of math knowledge.
In order to develop the thinking process, word problems must be unique, but many textbooks have problems that are best described as rote. Word problems need to have an interesting topic that students can see has relevance to the world around them. And word problems should at least occasionally have a twist in them - the kind that makes the student stop, process, think, wonder, and then - AHA!! - have that moment when the correct procedure hits them like a ton of bricks. THAT is when we know they have mastered the mathematics involved. I just love watching that happen.
Is your child processing their math in a deep way or are they just going through the algorithms? Can they apply the concepts? Do they notice the beauty that only comes when they see how everything fits together? High School Math Live would like to help your student experience the joy of mathematics. Our curriculum will enable us to do just that!