This paper reports the results of a study aimed at identify-ing the conceptions that working teachers have about teach-ing mathematics in context. For this purpose, a quantitative, exploratory and non-experimental cross-sectional methodology was used. A questionnaire with a Likert-type scale was used for data collection, composed of 25 statements, all of them re-lated to the teaching and learning of mathematics in context, through five dimensions: mathematical processes, mathemat-variadasical skills, mathematical contextualization, national mathe-matics curriculum and conditions for working in context. The main findings show that teachers mostly agree or strongly agree with each of the statements formulated in the five di-mensions considered. These results allow us to conclude that active teachers value and recognize the teaching of mathemat-ics in context as a strategy that could facilitate the learning of all students.