The title of my contribution to this special 10th year anniversary issue contains the terms "human capitals"--and there is not a spelling mistake--"school mathematics," "making," and "homus oeconomicus." Apparently, the terms do not say much about mathematics and its learning and teaching, but more about the economy. I argue here, however, that it is of great importance for mathematics educators to understand the conditions in which the practices of teaching and learning, as well as the contents of school mathematics, acquire a particular meaning while directing new generations into becoming certain types of people. Now more than ever before, the connection between mathematics education and the functioning of free market, financial capitalist economy is explicit and has a direct effect of power on the types of children that we produce in education, as well as in processes of social and economic inclusion and exclusion. Therefore, research in mathematics education is no longer a matter of studying the best way to steer teachers, learners, and topics to achieve the best possible mathematical results, as if such orchestration were neutral and detached from the overall political and economic configuration of current societies. What is it, then?