Neoliberal policies dominate in many parts of the world, setting a frame within which education practices are frequently constrained. In mathematics, perhaps more than other subjects, these constraints seem to be more keenly felt, not least because of the economic value placed on mathe­matics expertise and the related effects of performativity and accountability. In this symposium we explore potential sources of support that may enable mathematics teachers to challenge orthodox practices, facilitate creative responses to and/or rejections of policy constraints as they negotiate agency over their practice and their learning.