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Main purpose of current study is Content analysis of mathematics textbooks in primary and secondary school in terms of the amount of activities which designed based on problem-posing approach. Type of this research is qualitative and mathematics textbooks in grades 1-9 which published in 1398 school year were considered as statistical population. In this regard, firstly, the key words that confirm the problem-posing were identified, then the situations were identified in the textbook, and finally the situations were categorized   according to theoretical framework from literature. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks which 60 percent of them appeared in the second three years of primary school textbooks. Moreover 67.5 percent of these problem posing situation have semi-structured context. Comparison between the number of problem-posing activities and problem-solving activities in mathematics textbooks show that textbooks writers had little attention to problem-posing activities.