The problem of study: we can summarize it up according to the following questions: 1- Does the middle school math’s textbook, 3rd year lead or adopt the approach (situation –problem)? 2- Does the middle school math’s textbook, 3rd year, lead or adopt the approach (self- learning or construct learning)? 3- Does the middle school math’s textbook, 3rd year works lead or adopt the approach (Situation of integration)? 4- Does the middle school math’s textbook 3rd year works lead or adopt the approach (quality of information)? 5- Is there a match between the skills base target in the platform for math and basic competencies in the textbook 3rd year middle school level? Hypotheses: the following hypotheses were tested: 1- 3rd year middle school math’s textbook syllabus doesn’t translate or take into account the approach (Situation –problem) 2- 3rd year middle school math’s textbook syllabus doesn’t translate or take into account the approach (self- learning) 3- 3rd year middle school math’s textbook syllabus doesn’t translate or take into account the approach (Situation of integration) 4- 3rd year middle school math’s textbook syllabus doesn’t translate or take into account the approach (Quality of information) 5- Is there a match between the skills base targetin the curriculum for math and basic competencies in the textbook 3rd year middle school level? Research Instrument: Content analysis network was used according to the competency –based approach. The Research sample consists of the mathematics book and the curriculum for the same course for middle third year students. Statistical treatment or analysis: The following statistical methods were used: medians, standard deviation, percentages and Pearson product correlation coefficient. The results of study were as follows: 1- Third year textbook and its content do woith or lead the approach (Situation-problem). 2- Third year textbook and its content go with or lead the approach (self- learning). 3- Third year textbook and its content do not approve with the approach (Situation of integration). 4- Third year math’s textbook doesn’t go with the approach (Quality of information). 5- There is a match between the skillsbase target in the curriculum for math’s and basic competencies in the 3rd year textbook.