The connections between citizenship education and mathematics education have been the focus of theoretical development and attention by educators interested in issues of justice, equity, power, criticality, and citizen engagement with societal issues, across schools, universities, and adult education levels. In this survey article, we contribute to new knowledge in the field by identifying and describing three interconnected "layers of influence" on the praxis of teaching and learning: (1) perspectives from citizenship education and mathematics education (e.g., kinds of citizenship, critical thinking in mathematics education); (2) institutional factors (e.g., policy, curricula, implementation within education systems); and (3) emerging influences (e.g., changing skill demands, innovations from communities of practice). In exploring the connections between citizenship education and mathematics education, we go beyond extant theory development and point to influences such as global disruptions, societal changes, systemic structures at the national and local levels, messaging in the media, and the role of teachers and learners. The holistic analysis of these influences enables identification of tensions and dilemmas, and issues of identity, autonomy, adoption, and systemic change. Together these point to multiple implications for educators, policy makers, and researchers aiming to enable informed and engaged citizens.