Why do we view mathematics the way we do in the United States and how have these views created an environment where we consider mathematical illiteracy and innumeracy socially and culturally acceptable when a lack of this knowledge and ability can function to enslave, exploit, restrict, and oppress. Throughout this investigation, I have explored some of the possible reasons for why we view education, mathematics, and the learning of mathematics the way we do and the impact of these views on our motivation and desire to learn mathematics. Using my over 20 years of teaching experience and the review of literature from writers such as Brent Davis, Peter Appelbaum, Susan Jacoby, Paul Ernest, Eric Gutstein, Fordham and Ogbu, Valerie Walkerdine, David Jardine, Winthrop Jordan, John Paulos, Edward Said, Antonio Gramsci, Paulo Freire, Stuart Hall, and many others, I investigated the influence of mathematics as a discipline, mathematics curriculum and pedagogy, race, gender, social class, standardized tests, intellectuals, anti-intellectuals, anti-intellectualism, and our various social and cultural institutions such as schools, teachers, the family, peers and peer culture, the mass media, and the corporate order in historically, socially, and culturally constructing, shaping, and reinforcing our views. These views have resulted in an environment where people have no desire or motivation to learn mathematics even though a lack of this ability may be detrimental to the individual as well as their communities. Finally, I envision a different world of/in/with mathematics that can hopefully help us find solutions for many of the issues associated with mathematics education in the United States.