Abstract
Primary school teachers are the educators responsible for introducing children into the world of mathematics. In the process of learning mathematics, children may experience negative emotions and develop negative attitudes or mathematics anxiety. Some authors approach these issues by focusing on primary teachers' mathematics anxiety or proficiency in mathematics. In this article, we explore whether and how certain social and educational practices shape or not the development of mathematical thinking in prospective primary teachers, from a cultural-historical perspective. The study's sample consists of twelve prospective primary teachers in their last year of studies. The participants were interviewed about their experience with mathematics throughout their educational years. By examining and contrasting the different developmental trajectories of the participants, we identified their "imprisonment" in situational thinking and some of the paradoxes that characterise their development. Adopting a historical perspective in analysing participants' trajectories was crucial in uncovering the paradoxical nature of the development of mathematical thinking. We conclude by highlighting the socially mediated nature of mathematics and the obstacles posed by the competitive and exam-driven nature of educational practices.