In this article it is argued that due recognition of the cultural nature of schooled mathematics requires an analysis that locates these practices in their social-political context. That analysis will need to provide an account of the social valorisation of mathematical practices and its impact on learning. It is suggested that the link between this dimension of the social plane, and the personal development of the learner could be conceptualised in terms of links between social representations of mathematical practices and the development of social identities. Drawing selectively on findings from the authors' studies with schoolchildren in multiethnic primary schools in England to illustrate their approach they propose how the processes of (i) "identifying the other", (ii) "being identified" and (iii) "self identification" each play a complementary role in the formation of schooled mathematical identities. (Contains 4 tables.)