This article explores how issues of power and identity play out in mathematical practices and offers a perspective on how we might better understand the sociopo-litical nature of teaching and learning mathematics. We present data from studies of mathematics teaching and learning in out-of-school settings, offering a sociocultural, then a sociopolitical analysis. In doing so, we develop a set of theoretical tools that move us from the sociocultural to the sociopolitical in studies of mathematics teaching and learning.

%B Journal for Research in Mathematics Education %V 44 %P 264-287 %8 2013 %@ 00218251 %G eng %R 10.5951/jresematheduc.44.1.0264