We conduct a study focused on representations of mathematicians in mathematics textbooks of lower secondary schools, adopting Foucauldian discourse analysis approach. The study shows that there is a stereotyped representation of mathematicians. The discourse of mathematicians is heterogeneity. The textbooks convey a cultural view of mathematics. The discourse of mathematicians in textbooks produces different subjectivities. The Foucauldian analysis of representations of mathematicians in textbooks can promote compilers of textbooks to reflect on the selection and presentation of mathematicians in textbooks, enhance teachers’ ability of critical analysis and provide a new perspective for textbook evaluation.