This chapter is a reflection on the editors’ question: Where is the Math in your Mathematics Education Research? The chapter is about the lengthy journey and the agonizing problems I encountered while trying to articulate a cultural-historical conception of mathematics that came to constitute a driving force in understanding the teaching and learning of mathematics in my work. My journey started in the mid-1990s when the Platonists and subjectivist constructivist conceptions of mathematics were on the centre stage of mathematics education. The first part of the chapter sketches the painful efforts to detach myself from the Platonist universalist view of mathematics, from the subjectivist view of constructivism, and from the naïve view of cultural relativism. The second part deals with a reconceptualization of mathematics and learning.