This paper focuses on the tension between the idea that "mathematics is everywhere" and the idea that it is so difficult to craft meaningful, place-based, mathematics lessons. The approach is through an exploration of the nature of place and mathematics, what they are, how they relate, and ways of engaging the two through a pedagogical turn guided by ethics of eco-justice and critical approaches to decolonialization and reinhabitation. This approach, known as "critical place-based pedagogy" ("CPBP"), is articulated primarily through examples though some effort is made to offer more general strategies for practice. Two ideas motivate this argument. First, that mathematics and the technology used in mathematics classrooms seem stuck in mathematics classrooms but oddly divorced from the place wherein the mathematics classrooms lie. Second, that there is value in opening the ears of our schools and listening to the mathematics of place. (Contains 31 notes.) [This document was also published in "Philosophical Studies in Education," 38, p119-130.]