Thesis advisor: Lillie R. Albert / This study developed and then utilized an anti-colonial mathematics curriculum evaluation framework based on Grande’s (2015) conceptualization of colonialist consciousness. This was done in an effort to both: a) illuminate the presence of colonial logics within mathematics curricular texts and b) re-conceptualize criticalmathematics for the purpose of addressing our intertwined ecological (e.g., climate change) and human crises (e.g. systemic racism). Rather than conceptualizing mathematics as a socio-politically neutral and/or a culture-free discipline this study offers a literature review of the genealogy of Western mathematics’ development in relation to British imperialism and Anglo-American settler colonialism. Working from these historical, linguistic, and philosophical perspectives the anti-colonial mathematics curriculum evaluation framework was constructed, piloted with a Common-Core-aligned 6th grade Eureka Math unit, and then refined. From there, two absolute criterial curriculum evaluations (Kemmis & Stake, 1988), one using the anti-colonial evaluation framework and the other using a criticalmathematics evaluation framework, were completed in relation to a 7th grade Eureka Math unit. Resulting from this process, this study offers two key findings. First, Grande’s (2015) conceptualization of colonialist consciousness can be specified to identify concrete manifestations of colonialist consciousness, which can be meaningfully organized in relation to aspects of curriculum (i.e., goals/objectives, pedagogy, and assessments) and curricular components (e.g., exit tickets). Second, aspects of criticalmathematics theorizations of justice may be fruitfully reconsidered to support the disruption of mathematics educations’ (and its curricular texts’) roles in the propagation of the metaphysical and epistemological assumptions of coloniality. Implications of this study are presented generatively as actionable suggestions for textbook developers, teacher educators, and theory-driven evaluators interested in supporting the teaching and learning mathematics from an anti-colonial stance. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.