<![CDATA[Purpose – This study investigates the factors influencing high school mathematics teachers’ decision-making processes in selecting linguistically framed tasks (LFTs) for instructional purposes. Since LFTs are widely embedded in curriculum materials and standardized assessments, understanding teachers’ considerations is crucial for improving task design and classroom practice. Methodology – A qualitative research design was employed, combining semi-structured interviews with 12 Ghanaian high school mathematics teachers and curriculum document analysis. The data were analyzed thematically, guided by constructivist learning theory and assessment theory, to identify key patterns and pedagogical orientations shaping task selection. Findings – The analysis revealed four major considerations that shape teachers’ decisions: progression of difficulty, differentiated task design, engagement and real-life relevance, and alignment with curriculum standards and exam preparation. Teachers reported scaffolding LFTs from simple to complex, tailoring tasks to diverse learners, emphasizing authentic connections to students’ experiences, and strategically preparing them for high-stakes assessments. These practices reflect an interplay between pedagogical intentions and systemic demands. Novelty – The study contributes original insights into the pedagogical underpinnings of task selection, showing that teachers’ choices are not merely technical but are deeply grounded in curriculum policy, learning theories, and professional autonomy. It highlights the need to empower teachers with skills to adapt and design LFTs that address contextual and learner diversity. Significance – The findings are significant for mathematics teachers, curriculum developers, policymakers, and teacher educators, as they underscore the importance of aligning curriculum goals with responsive instructional practices to enhance equitable and meaningful learning.]]>
