In this paper, we report on a comparison of the treatment of the time content in primary mathematics textbooks used in eight countries, involved China, Japan, South Korea, Singapore, France, Germany, Russia, and the United States. For this purpose, we develop and apply a framework to analyse the similarities and differences of the time content in textbooks, especially the distribution characteristics of time concepts at different cognitive stages and the involved sub-concepts. We find both similarities and differences co-exist in the arrangement structure and grade distribution among these textbooks. We also draw on the results and our analysis to provide suggestions and directions for future textbook compiling about the time content.