“Whenever My Mom Speaks Spanish at Home, It Helps Me Understand More in Math”: Reflections on the Testimonios of Bilingual Latinx Students

Abstract

In this paper, we share three insights from our conversations with 46 upper elementary Latinx students at predominantly white schools: 1) Students’ were silenced, but they persisted; 2) Students’ relationship with mathematics was enveloped in language; and 3) Students’ mathematics and community were tied together through language. By highlighting the testimonios of our participants, we hope teachers reflect on how they empower and raise the voices of their bilingual Latinx students to counter deficit storylines. We also provide opportunities for growth in creating more equitable spaces for bilingual Latinx students.