RUME 28
2026
Alexandria, Virginia
Theorizing Anticolonial Praxis in Undergraduate Mathematics Education
Page: 905
Mathematics is frequently presented as a universal and objective discipline. Yet these claims of universality are culturally framed by whiteness and limit the possibilities for relational and ethics-driven approaches to mathematics that align with Indigenous knowledge systems. This theoretical report synthesizes insights from Indigenous perspectives, anticolonial theory, and critical mathematics education to critically examine the colonial underpinnings of mathematics. Leveraging these insights, we present a three dimensional framework for anticolonial praxis addressing axiology, epistemology, and ontology, and seed an illustrative curricular possibility. We conclude with a call to action, urging instructors and researchers to negotiate the complexities of actualizing anticolonial praxis in institutions governed by colonial traditions.