Teaching mathematics as “a tool of democratization” remains a challenge (cf. Skovsmose, 1990, 2020; Gutstein, 2006; Stemhagen and Henney, 2021). For example, research finds “Attempts to foster democratic education in the United States’ public schools rarely include mathematics class in meaningful ways” (Stemhagen and Smith, 2008, p.25). The overarching epistemological problem can be seen to be created by the formalistic presentation of mathematics which keeps submerged how mathematics is actually done, and in so doing keeps most students at a distance from being able to engage and draw upon mathematics productively. From a pedagogical perspective, democratic engagement in the mathematics classroom experience would promote: a social environment where communication was informed by collaborative mathematical inquiry; where sense-making supported students’ psychological development; and means for productive mathematical thinking were common expression. Toward that educative experience, mathematical investigations would draw upon the interest and effort of all students; definitions, procedures and proofs would be made transparent; and heuristics would inform the classroom conversation as it provides means and methods for effective problem solving . In this way, the democratic ideal of constructive collaboration would be all the more possible with resilient thoughtful participants shaping their mathematics experience.