How issues of power and identity play out in mathematical practices are described by Na'ilah Suad Nasir and Maxine McKinney de Royston. Their article offers a perspective on how to better understand the sociopolitical nature of teaching and learning mathematics. They present data from studies of mathematics teaching and learning in out-of-school settings, offering a sociocultural, then a sociopolitical analysis (attending to race, identity, and power), noting the value of the latter. They developed a set of theoretical tools that move from the sociocultural to the sociopolitical in studies of mathematics teaching and learning. (Contains 2 figures, 1 table, and 6 footnotes.)