Anti-racist mathematics is a branch of education reform theory that sees a need to form a curriculum to counter a perceived bias in mathematics. It claims there is a sociocultural context to mathematical education and suggests that the study of mathematics in Western societies has traditionally exhibited racial or cultural bias. While 'anti-racist mathematics' and 'ethnomathematics' scholars share the assumption that any given mathematical understanding or practice is a product of a particular culture, the forms of their scholarship differ considerably, and they should not be confused with one another.

Anti-racist mathematics is primarily concerned with the way in which mathematics is taught, although it also examines the contents of the curriculum in as much as this might reasonably differ from universally acceptable mathematical education. An anti-racist approach to mathematics education could include any or all of the following:

Discussion of the mathematical knowledge of ancient civilizations outside of Europe, and non-European contributions to mathematical knowledge and discovery.
1, The avoidance of racial stereotyping when forming and communicating expectations of pupils' attainments in mathematics.
2, The avoidance of racial stereotypes or cultural bias in classroom materials, textbooks, coursework topics and examination questions.
3, Effective and unprejudiced methods of distinguishing between the merits of individuals. In particular, by ensuring equal exposure to examinable learning materials and opportunities as well as standardised examination methods. In this case, it would be highly prudent to ensure a method of examination that is public and open to cross-examination (certainly by ensuring that complaints and ambiguities in either examination methods or marks are dealt with openly [publicly] and in a non-secretive way). Clearly repeat examinations are less likely to misrepresent mathematical abilities.
Proponents of anti-racist mathematics believe that anti-racist education programs have the potential to correct imbalances and to have beneficial results on test scores and examination results in some minority groups.

Tre niggrer står i ett gathörn och säljer knark till sina pundarniggerbröder. En dag kommer en vit tysk (vilket förstås är en tautologi, eftersom vi ju alla vet att samtliga riktiga tyskar är renrasiga naziarier) och nazimördar niggrerna. Hur många niggrer finns det då kvar? Svaret är att det finns noll niggrer kvar, eftersom ingen sann arier skulle nöja sig med att nazimörda enbart 2 av 3 niggrer, utan en riktig tysk nazimördar förstås 100% niggrer. Ett halvt poäng ges till motiveringen att inga niggrer är kvar eftersom den tredje niggern springer för livet (niggrer är bra på att springa; det lärde de sig i djungeln) efter att de andra nazimördats.

Kan ett ämne som matematik överhuvudtaget betecknas med termer som "rasism" och "rasistisk"?