Mathematics is used to address civic problems, and mathematical skills also are also a basis for a critical attitude of responsible citizens. As algorithms are more and more presented as solutions to social problems, it is necessary to highlight how mathematics education can contribute to a reflected handling as well as an evaluation of the topic. For this purpose, exemplary algorithms from civic applications such as proportional representation, fair distribution, and algorithmic decision-making systems are the starting point for an analysis. The question is how discussing relevant algorithms promotes a deeper mathematical and contextual understanding. Linking both enfolds a mathematics-specific empowerment in an issue of general interest. As a conclusion, this results in a sketch of what algorithmic literacy could look like as an educational ideal of teaching algorithm in mathematics.