The concept of ‘queer time’ from queer theories can re-frame how we conceive of mathematical activity as taking place in time. School mathematics often interpolates the individual as subjected to events in a specific moment. The queerness of human experience, especially of mathematics, potentially supports a contrasting sense of apprenticeship characterized by coexisting and fluid levels of mathematical identities, expressions, and attractions, themselves changing and evolving in non-linear and non-sequential time(s). Familiar, long-standing professional recommendations for mathematics education take on renewed accessibility with this detour through queer time.