This chapter takes its departure from classroom interaction between teacher and students in mathematics classrooms. The chapter has a focus on changing patterns of communication. Specifically, the chapter addresses relationships between silences in teacher-student communication and a focus on mathematics, while also taking the broader institutional context of mathematics classrooms into account. While adopting a selection of concepts by Foucault, the chapter addresses how students and teachers in mathematics classrooms are affected by decisions made on different levels of the institution of school, as well as by dominating discourses. Finally, the chapter discusses how a limited focus on development projects in classrooms, such as on silences, may constitute parts of strategies which work as acts of resistance towards the dominating discourse. These kind of acts may also, when adopted with all students, constitute a resistance against a stratifying role of mathematics education.