This Ph.D. dissertation aims at problematizing the discourses about the mathematics teacher through an intensive reading, which is accomplished through a Foucault-inspired discourse analysis and historizing of the present. This implies a critical questioning of dominant discourses about the desired teacher, power/knowledge relationships, technologies of government, and taken-for-granted truths. The discourse analysis enables to rethink the fabrication of the mathematics teachers without the teacher. It enables new ways of conceiving, thinking, and understanding the mathematics teacher as entangled with historical and social conditions. Building on Foucauldian and Deleuzian toolboxes, this dissertation troubles how the mathematics teacher becomes a neoliberal subject, and how certain technologies of government are assembled to make particular kinds of teachers—the desired mathematics teacher. The mathematics teacher is understood as a discursive formation that is submerged in a constant becoming and evolving.