There is no racial bias in mathematics education, right? Well, I am sure we all cringe whenever someone brings up race and culture in the context of everyday life, but when we do, are we avoiding reality? If we cannot separate ourselves from our culture, then we must examine education with culture in mind.

When I look at mathematics education in general, I see countless factors that impact student achievement. One of the most significant—and often overlooked—is culture. As a math and science educator of color, it’s easy to assume that the culture of the student matters most. After all, we’ve been taught that understanding a student’s background, experiences, and community is critical to helping them succeed. But what about my culture?

Could my cultural lens, beliefs, and experiences as a teacher be just as important? Could they influence how I approach teaching, how I perceive students’ abilities, or even how I interpret their challenges? And what about the broader culture of mathematics education itself—the unspoken norms, expectations, and assumptions that shape the way we teach and learn math?

It’s uncomfortable to talk about, but we may be overlooking the 500-pound gorilla in the room when we skirt around the role of race and culture in student achievement in mathematics. While math may be universal in its principles, the way it is taught and learned is anything but.

Consider the ways cultural norms shape how we view intelligence, problem-solving, or even the value of education itself. In some communities, math is seen as a gateway to opportunity—a means of breaking generational cycles of poverty or underrepresentation. In others, it may feel distant, inaccessible, or irrelevant to daily life. These perceptions are not inherent; they are shaped by history, experiences, and societal messages.

Now add the cultural lens of the educator to the equation. Teachers bring their own assumptions into the classroom—about what “good math students” look like, how success is demonstrated, and what kinds of behaviors signal engagement or disinterest. These assumptions, often unconscious, can create barriers for students whose cultural expressions of learning differ from those expectations.

Then there’s the culture of math education itself. For decades, math classrooms have been dominated by rigid practices that reward speed and correctness over exploration and understanding. Students who don’t conform to these expectations are often labeled as “struggling” or “behind,” when in reality, they may simply approach learning differently.

So where does this leave us? If we truly want to improve mathematics education for all students, we must be willing to confront the cultural factors at play—ours as educators, those of our students, and the broader systems in which we work. This means embracing uncomfortable conversations about race, bias, and equity. It means challenging the traditional norms of math education and creating spaces where every student can see themselves as capable mathematicians.

Ultimately, addressing the role of culture in mathematics education is not about assigning blame; it’s about broadening our perspective. It’s about recognizing that math is not just a set of numbers and formulas—it’s a human endeavor, shaped by the experiences and identities of those who engage with it. And if we can approach it with that understanding, we can create a more inclusive and empowering environment for every learner.

Well, maybe these aren’t such random thoughts after all.