Abstract
This study explores the manifestation of national cognition in the Algebra textbook authored by Kanysh Satbayev, the first algebra text written in the Kazakh language for national schools. It examines how mathematical knowledge is shaped by linguistic, cultural, and cognitive factors within a specific national context. Drawing on a linguistic and cognitive analysis of the unpublished manuscript, the research highlights the ways in which mathematical concepts are adapted to the Kazakh worldview through culturally embedded examples, traditional measurement systems, and context-based problem-solving. The study also investigates the formation of early Kazakh mathematical terminology and the role of language in enhancing conceptual understanding. The findings demonstrate that mathematics education is not purely abstract but is deeply influenced by national cognition, which contributes to both knowledge transmission and the preservation of cultural identity. Received: 22 October 2025 / Accepted: 11 April 2026 / Published: May 2026