In this paper, I look at multiple layers of context to explore the "figured world" of mathematics teaching in primary schools in Chile. I collected data from 15 teachers during 18 months after their participation in professional development for collaborative problem-solving mathematics. I found constraints to impact on the teachers' implementation of new pedagogy at personal, local, institutional, national, and global levels. Whilst these constraints acted directly to constrain practice, they also acted to produce the imagined realities for teachers of mathematics in their particular world.