As mathematics has progressed as a scientific field, there has been a growing emphasis on incorporating mathematical concepts into education, as well as an increase in the practical application of mathematics in everyday life. Statistics and probability are branches of mathematics that were not a part of lower primary education until recently. With the implementation of the Comprehensive Curriculum Reform in the autumn of 2019, statistics were introduced into the curriculum from the first grade, and probability from the second grade of primary education as a part of the E domain - Data, Statistics, and Probability. Based on the Curriculum for the Subject Mathematics in Primary and Secondary Schools achieving all the outcomes from the domain implies that the students will be able to use the common features of statistics and probability in their everyday lives. Achieving the outcomes concerning statistics suggests that the students will be able to collect, read, interpret, and present data in various ways (tables, pictograms, bar graphs). Moreover, achieving the outcomes in connection to probability implies that students will be able to develop competences in determining the likelihood of events. The aim of this research was to determine how the aims and outcomes from the curriculum domain Data, Statistics, and Probability are implemented in all mathematics textbooks currently used in primary schools from the first to the fourth grade. Additionally, the aim was to investigate the distribution of tasks considering the existing characteristics of task classification. The analysis of various mathematics textbooks revealed a scarcity of tasks related to Data, Statistics, and Probability, according to qualitative research conducted on the materials. Furthermore, the presented research results include percentages of outcome representation and the distribution of several task types in mathematics textbooks.