This comparative study aims to understand the integrative phenomenon between mathematics and art in Chinese and Singaporean secondary school mathematics textbooks. The art-mathematics relationship in the textbooks was analyzed from six dimensions: (1) art to provide context; (2) art in calculation and measurement; (3) art to master concepts; (4) art to use technological resources; (5) mathematical analysis of art; and (6) creating art with mathematics. It was found that the degree of integration of art and mathematics in the textbooks was not high, which mainly focused on mastering concepts, providing context and artistic creation, while the degree of integration in using technological resources and artistic analysis that involving mathematical creativity and critical thinking needed to be enhanced.