This paper aims to problematize the tensions produced by the family-school relationship and the practice of mathematics homework. Its theoretical framework is a Ethnomathematics Perspective conceived by the interlocution with the Foucault’s notions and Wittgenstein’s ideas that correspond to his later work. The locus of the study was (the unique) multigrade school of Morro dos Bois (Novo Hamburgo municipality – RS). Its data are composed by interviews. The analytic exercise shows that de mathematics homework: a) mobilize students and their mothers who, subjected by the discourses that circulate in society, feel committed to help them; this help operates as a family control strategy about what is done at school; and c) the homework practice is marked by tensions produced through school and family’s use of different mathematical language games (besides their family reseamblances).
Mathematics Education; Family-school Relationship; Mathematics Homework