This paper presents a comparative analysis of two textbooks, focusing on the topics of line and point symmetry from two distinct perspectives. Firstly, the study examines how these topics are introduced and processed, the learning environment provided by the textbooks, and the roles of both pupils and teachers in the learning process. Secondly, the analysis evaluates the reasoning and proof tasks presented in both textbooks and how they encourage teachers to incorporate these tasks into their teaching. By analysing the textbooks, the study not only identifies technical terms associated with reasoning and proof activities but also explores the interconnections between these activities. This approach offers a more comprehensive understanding of how textbooks encourage specific activities, such as reasoning and proof, and could be useful for teachers, researchers, and textbook authors.