The study of tasks and the actions arising as a result of working with them play an important role for enhancing the learning of mathematics. This research aims to characterize the mathematical work of university teachers who develop a task with a context close to reality. For this purpose, we consider their development especially in the world of mathematics. Based on two research perspectives, Modelling and Mathematical Workspace, we present a collective instrumental case study that allows us to analyze the solution processes of three teachers. The results show how the exhibited activity is determined by the characteristics of the epistemology of the participants’ professional work. The research concludes with a discussion of some contributions to mathematics education, in terms of the theoretical scope given by the coordination of the two perspectives and the use of tasks, as well as the possibilities offered by their implementation in various educational contexts and in teaching practice.