Mathematical Typical and Problem Tasks as an Educational Cognitive Context

School education is always rooted in culture, which makes it involved in some kind of ideology. The ideology can manifest itself, for example, in the cognitive context created for school learners. In turn, mathematical problem tasks can be a manifestation of the cognitive context. Dealing mainly with typical problems may have a limiting effect on mathematical notions. This is characteristic of the cultural transmission ideology. The knowledge constructed in such a context is schematic, rigid and useless in situations outside school. Solving problem tasks creates a chance to attain a different cognitive context – based on constructivism. Creating situations which develop learners’ concepts versus the context which limits them, activates a different cultural interpretation approach to what mathematical knowledge is and how it is used.