Social justice in mathematics education remains a critical concern. Despite growing awareness, progress has been insufficient. Mathematics education plays a pivotal role in fostering social justice through creativity, critical thinking, innovation, and collaborative problem-solving. However, existing curriculum, teaching practices, and assessments reveal significant shortcomings. This review-based argument highlights four critical areas--prospects, priorities, processes, and problems--aimed at creating a socially just environment with equitable access to high-quality mathematics for all students. The authors emphasize the interrelatedness of social justice within these criteria to promote equity, access, and empowerment in mathematics education.