Abstract In Sweden mathematics is a subject that is closely bound to the study material. Research has shown that the ability to reason is essential for the pupil’s possibility to obtain good results in mathematics. In this paper a division of mathematical reasoning in memorized, algorithmic and creative has been made. It has been shown that creative reasoning is most efficient for learning.   This study aims to investigate how often interlocution- and/or cooperation tasks occur in a few common mathematics textbooks for grades 1-3 and to find out which reasoning types the tasks give possibility to conduct. The paper also aims to investigate to which extent teachers use these interlocution- and/or cooperation tasks.   To be able to do this a study material analysis and a survey have been made. In the study material analysis two mathematics books series were investigated. The survey was sent to active teachers in grades 1-3 to answer the question to which extent the interlocution- and/or cooperation tasks that are in the textbooks were used.   The study material analysis showed that the share of interlocution- and/or cooperation tasks in each book series was about 2 %. In these tasks algorithmic reasoning was the most common type of reasoning. The survey showed that the majority of the responding teachers used the interlocution- and/or cooperation tasks of mathematics textbooks and that they also complement the teaching with interlocution- and/or cooperation tasks that are not in the mathematics textbook.   Keywords: Interlocution- and/or cooperation tasks, reasoning, study material, mathematic textbooks.