Research on the sociocultural and sociopolitical dimensions of mathematics education has grown substantially in the last three decades to become part of the mathematics education mainstream. However, little attention has been given to sociocultural and sociopolitical dimensions of adult numeracy practices of migrants in their host countries. The purpose of this paper is to identify the sociocultural and sociopolitical dimensions of adult numeracy; to make visible the sociocultural and sociopolitical aspects that impact adult numeracy of migrants as vulnerable groups; to frame the sociocultural and sociopolitical dimensions of migrant groups' adult numeracy; and to review and critique research on migrants' adult numeracy from sociocultural-political perspectives. The paper engages theoretical analytic argumentation and critical examination of evidence from relevant research studies. Implications are drawn for research on the sociopolitical dimensions of adult numeracy in general, and migrants' numeracy in particular, and for incorporating adult numerate practices in school mathematics curriculum and instruction.