This paper explores the relation between discourses and identity formations as mathematical learners in the context of transition.The data consists of an interview with two 16 years old immigrant girls who were re-allocated when their school in a multicultural and socio-economically disadvantaged area in Sweden was closed. The girls showed dynamic and unstable identities by drawing on different discourses. Social realtional discourses more than mathematical pedagogical discorses, governed their actions as learners of mathematics. Enabling identities as noisy un-engaged but able students in the old school, and as engaged and accepted, but also as strangers, in the new school.