This paper presents a so-called praxeological analysis of probability content in secondary school textbooks, based on the notion of praxeology from the Anthropological Theory of the Didactic. The first chapter on probability in one Chinese and one Singaporean mathematics textbook is selected to analyse separately the tasks and corresponding techniques exposed in examples or proposed as exercises, and the theoretical parts round in the exposition of the main text. It can be found that the two textbooks contain three shared types of tasks and demonstrate similar techniques to solve the same tasks. The difference is that PEP covers more types of tasks, while DM provides more examples and exercises. Also, both textbooks indeed discuss mathematical theory, not just explaining how to solve tasks, but PEP has more formal theoretical description based on set theoretical notation.