As an important teaching resource in curriculum implementation, textbooks are one of the main mediums for teachers to teach and students to learn. Based on Rezat’s tetrahedron model of the activity “textbook use” and the theme of this study, this paper selects “student—teacher—textbook”, “teacher—textbook—mathematical knowledge” and “student—teacher—mathematical knowledge” as the three dimensions of the study. A questionnaire was compiled by conducting a survey and an interview of the junior high school teachers who use the mathematics textbooks of Beijing Normal University in more than a dozen provinces and cities in China. The paper analyzes the explicit influence of textbooks on teachers’ teaching design and selection of teaching methods in the teaching process, the implicit influence of textbook writing concepts on enriching teachers’ pedagogical knowledge. Based on the research results, relevant suggestions have been put forward from the aspects of textbook compilation concept, compilation content and teaching resources development which give full play to the explicit and implicit influence of textbooks in mathematics teaching.