<title>Abstract</title>It is generally considered beneficial for learners to construct and use appropriate diagrams when solving mathematical word problems. However, previous research has indicated that learners tend not to use diagrams spontaneously. In the present study, we analyzed textbooks in Japan and Canada, focusing on the possibility that such inadequacy in diagram use may be affected by the presence (or absence) of diagrams in textbooks, the kinds of diagrams that are included, and whether problems requiring the construction of diagrams are provided in those textbooks. One set each of Japanese and Canadian elementary school textbooks were analyzed, focusing on the chapters dealing with division. Results revealed that the Japanese textbooks contain worked examples and exercise problems accompanied by diagrams more than the Canadian textbooks. Furthermore, the Japanese textbooks often use line diagrams and tables that abstractly represent quantitative relationships and they include more problems that require students to use diagrams. However, to encourage students to use diagrams spontaneously, it may be necessary to include problems that scaffold the use of diagrams in a step-by-step manner in both the Canadian and the Japanese textbooks.