Mathematics and science education have a long history of perpetuating social inequities through the exclusion of marginalized groups from mainstream academic and professional opportunities. Recognizing the profound impact of early education, this chapter explores strategies for mitigating disparities and fostering inclusivity in mathematics education through three community-based projects: (a) exploring spatial approaches to math learning in Northern Ontario communities in Treaty 3 and Treaty 9 Territories, (b) developing an online program for elementary students to explore and practice mathematics through games, and (c) working with a Toronto inner city organization to build mathematics skills for young boys enrolled in a basketball program for Black youth. Drawing on research and practice, we advocate for a collaborative approach that engages communities in conversations about teaching, learning, and researching mathematics from an equity perspective. Central to our approach is the need to reconceptualize mathematics education and build durable working relationships. Mathematics curriculum is traditionally taught using rote procedures rather than in ways that are dynamic, creative, and context-driven. Our playful, spatial approach to mathematics learning has allowed us to shift the narrative among teachers and children about who is capable of math learning and changed the way we access and assess children’s thinking. Through sharing our learning from these collaborative projects, the chapter illustrates practical approaches and challenges to bridging the gap between research and practice. By reconceptualizing mathematics, building relationships with communities, and engaging in collaborative research, educators can create meaningful learning experiences that empower students and promote equity.