This chapter explores contested ideas surrounding the decolonisation of mathematics, a discipline often perceived as objective and context-independent. A group of UK-based educators critically examines the notion of decolonising the curriculum and teaching practices within mathematical sciences, challenging the assumption of mathematics as a neutral, universal truth. Framing mathematics as a social construct, the chapter reflects on educators’ experiences with decolonial initiatives and seeks common ground for engaging the wider mathematical community. Central themes include philosophical debates on teaching abstract concepts without context, the control and ownership of curricula, and the ethical implications of presenting conceptual knowledge without acknowledging its societal impact. The chapter advocates for a more inclusive and reflective approach to mathematics education—one that recognises diverse epistemologies and foregrounds the voices and experiences of marginalised communities. Through collective reflection, it offers strategies for rethinking pedagogy and curriculum design in ways that disrupt traditional hierarchies and promote equity.