Mathematics education discourse routinely promotes the idea that mathematics is everywhere. That mathematics is everywhere seems a reasonable implication of "We all use math everyday." Modern technology, mostly in the form of computational devices and control systems, is often cited as evidence of the omnipresence of mathematics. Computers in microwaves, wristwatches, and greeting cards all embody a binary expression of mathematics. By this logic, technology in its many forms also must be everywhere. This essay 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", 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.