‘Knowledge at the mathematical horizon’ refers to a particular domain of teachers’ knowledge related to connections across mathematics. This construct has been used and elaborated in research. Nonetheless, ‘knowledge at the mathematical horizon’ is still considered a ‘grey area’ with different interpretations and meanings. In this paper, I report a preliminary commognitive analysis of a sample of papers about knowledge at the mathematical horizon attending to the use of the term in the related research. The aim of this paper is to investigate different narratives in relation to the construct and how these narratives might be linked to how knowledge at the mathematical horizon is conceptualised and operationalised into research. To conclude, I argue that a discursive approach might provide better insight about the nature and use of mathematical horizon in research and set the scene for further development of these ideas as part of mathematics teachers’ discourses
