This article presents a study on attitudes towards social, cultural and political posture of mathematics education of 154 students in second year of primary education degree at the Universidad Autónoma de Barcelona. The research was conducted in two phases: the first established common features of a sociocultural and political posture in Mathematics Education starting from comparative analysis of four theories of mathematics education, and a second phase were found consonances and dissonances between attitudes of students and this posture through a closed questionnaire type Likert with two open questions. Finally, it concluded that the attitude towards sociocultural and political posture of mathematics education of participating students is moderately positive.