<![CDATA[The integration of three-dimensional geometry in secondary mathematics education plays a crucial role in developing students' spatial reasoning and problem-solving skills. However, textbooks often present limitations in structuring tasks, techniques, and justifications, which may lead to learning obstacles. Despite the importance of well-designed instructional materials, there is a lack of comprehensive studies analyzing Indonesian mathematics textbooks using both the praxeological framework and the learning obstacles perspective in didactic situations. Addressing this gap, this study examines a Grade XII mathematics textbook in Indonesia, focusing on three-dimensional geometry through a structured content analysis. The analysis categorizes tasks based on praxeological components, including types of tasks, solution techniques, technological justifications, and supporting theories, while also identifying potential learning obstacles related to the clarity of visual representations and contextual problem diversity. The findings reveal that the textbook includes 10 types of tasks, solved using 6 techniques, supported by 7 forms of technological reasoning, all grounded in three-dimensional geometry concepts. The presentation of tasks is systematically structured and balances conceptual and procedural aspects, minimizing significant didactic obstacles. However, epistemological obstacles were identified, primarily due to limited visualizations and a lack of diverse contextual tasks, which may hinder students’ flexibility in applying three-dimensional geometry concepts. These findings highlight the need for improved task design and enhanced visual representations to foster deeper conceptual understanding and adaptability in problem-solving. This study contributes to mathematics education research by providing empirical insights into textbook design and its impact on students' learning processes, offering recommendations for more effective instructional material development.]]>
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