Even under the best of circumstances, teaching mathematics is a daunting challenge. However, in today's society, it is increasingly important. Basic numeracy is one of the few essential skills that students absolutely must master, both for their own good and for the benefit of the nation's democracy and economic well-being. Unfortunately, numeracy is often characterized as watered-down mathematics--a minor league curriculum that schools offer to those who are unable to compete in the major league of algebra, trigonometry, and calculus. This view of the relation between mathematics and numeracy is a profound misunderstanding--some might call it a mathematicians' conceit--that is based on several plausible but misleading assumptions. The false dichotomy between mathematics and numeracy must be eliminated. By its very nature, numeracy is contextual mathematics. Although mathematics teachers can (and do) offer students contexts for the mathematics they study, it is too much to expect mathematics teachers to know all the relevant contexts. However, it is not too much to expect teachers of other subjects to employ quantitative tools in their own areas whenever they are relevant to give students a chance to reinforce skills learned in mathematics class. Fortunately, the rapid expansion of quantitative tools into all sectors of society opens up innumerable opportunities for teachers of all subjects to help students recognize and develop their expertise in quantitative methods. All teachers must become comfortable using quantitative methods in their classrooms to achieve mathematics literacy for all.