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The aim of this paper is to study the relationship between algebra content formation in mathematics textbooks and the mathematics teachers’ current knowledge. Based on this aim, we have considered three subjects: 1. mathematics teachers’ current knowledge of algebra, 2. the beginning and presentation methods of algebra content on the number of selected previous textbooks and 3.the role of previous textbooks content in teacher knowledge forming. Research Methodology had been a survey, content analysis, and historical and documentary analysis. This study showed that the teachers' knowledge and teaching methods do not coincide with the algebra content of the current seventh-grade mathematics textbook, and about 30% of teachers’ knowledge is based on the experiences of the previous textbooks.