The purpose of this study was to compare and analyze the content and system of the text data analysis of the 'Artificial Intelligence Mathematics' textbooks of the 2015 revised curriculum currently being used in schools, to contribute to reducing confusion in school sites where differences in learning content occur due to textbook selection, and to seek ways to improve. The subjects of the analysis were five textbooks on 'Artificial Intelligence Mathematics', which is a high school approved textbook according to the 2015 revised curriculum. The analysis framework was constructed by synthesizing the curriculum's 'achievement standards', 'achievement standards explanation and implementation plan', and 'teaching and learning methods and notes' to extract the 'main content elements that make up the achievement standards'. Based on the analysis framework, we tried to analyze qualitatively as well as quantitatively how the main content elements of the achievement standards were reflected in the five textbooks, and explored the cases of each representative textbook. As a result of the analysis, it was found that it is necessary to explicitly present the definition of terms, the purpose of the analysis and the method of expression and processing accordingly, and to fully explain the intermediate processes required to explain the concepts so that the overall flow can be understood.