The topic of this diploma thesis is the analysis of the representation of mathematical textual problems in textbooks for the 4th grade of elementary school. The paper offers a detailed explanation of the types of text tasks and the different division of tasks. Teaching mathematics includes continuous work, which includes regular solving of various types of problems. By solving mathematical problems, students learn mathematical content, mathematical concepts, and thus apply mathematics in everyday life situations. The importance of solving the task is precisely that the students acquire the ability to understand, make logical conclusions and make connections, but this all depends on the type and context of the task. Mathematical text problems have several divisions, and their representation in textbooks varies from publisher to publisher. This work analyzed mathematics textbooks and the representation of mathematical text problems from three different publishers. The representation of intra-mathematical, realistic, authentic tasks, tasks with and without context, and mathematical modeling tasks was analyzed. By analyzing the textbooks of three publishers, the percentage of representation of each type of text task in textbooks for the 4th grade of elementary school was obtained. The research showed the highest prevalence of textual tasks without context and intra-mathematical tasks, while realistic, authentic and textual tasks with context are in a slightly smaller number. Mathematical modeling is not represented in the analyzed textbooks for primary school.