This contribution explores the potentialities of the official teaching materials for mathematics in Western Switzerland Cantons for developing inquiry-based learning. Starting from a pragmatist framework for conceptualizing inquiry in the learning process, some didactic conditions for developing such an inquiry in the classrooms are highlighted. Since the content of teaching resources plays a prominent role in the teaching desigs set up by the teacher, we suggest analyzing the epistemic practices embedded in a sample activity proposed in the textbook (measurement, grade 4) to unveil the possible stakes of the inquiry. More generally, it is argued that these stakes are not obvious in the teaching resources and this impedes the development of inquiry-based learning in the classrooms.