This paper uses a socio-political lens to situate the practices of mathematics education within the cultural politics of education in Pakistan, drawing on selected historical accounts. It highlights the pivotal role of historical junctures in shaping the educational landscape, particularly the establishment of Pakistan and the subsequent neglect or devaluation of differences, such as religious and linguistic diversities, class division, and colonial superiority (as expressed through fluency in English). The consequences of not considering these differences were profound, ultimately leading to the break-up of Pakistan (formed in 1947) and the establishment of Bangla Desh in 1971. Moreover, the paper will identify the critical historical junctures where the politics of identity have shaped the educational landscape in Pakistan within the changing geopolitical situation of Pakistan. It will conclude by highlighting the pressing challenges associated with providing equitable and high-quality mathematics education within a diverse, multilingual landscape in Pakistan, and draw implications for school mathematics education in the country.