<p>This paper presents the results of an investigation that aimed to determine the influence of textbooks in the development of math skills based on selection criteria, usage by teachers, and the relationship between the skills highlighted in the textbooks and those that the teacher seeks to cultivate. To that end, data collection instruments from the qualitative approach were applied, since the purpose was to identify perceptions instead of numbers. Hermeneutical triangulation was used for the analysis, making it possible to conclude that the combined use of textbooks supports the teaching process in the planning and proposal of activities. It also suggests that usage styles from 1981 to 1989 are still in effect.</p>