This paper considers posthumanism in the context of mathematics teacher professional learning. Posthumanism presents a challenge to Enlightenment rationality and the privileged position and potential capability of the human mind. Posthuman perspectives present knowledge and knowing as an embodied and experiential process. Learning, then, is not simply about the acquisition of knowledge and skills, it is an embodied experience in which the learner acts within an environment and comes to make sense of this experience through a reflective process. As well as presenting a theoretical account of mathematics professional learning and the implications of the posthuman to this field, I illustrate this with my own research in mathematics teachers’ preservice education and the professional development of practising teachers.