Centering Culture, Language, and Identity in a History of Mathematics Course for Preservice Teachers

Abstract

This article presents the redesign of an undergraduate History of Mathematics course for preservice bilingual teachers at a Hispanic-Serving Institution. Grounded in Community- and Family-Centered Pedagogy (CFCP) and Culturally Sustaining Pedagogy (CSP), the course intentionally moved beyond Eurocentric narratives to center students’ linguistic, familial, and cultural resources as integral to mathematical meaning-making. Two core assignments anchored the redesign: (1) evolving Padlet reflections that connected global mathematical histories to students’ family and community practices, and (2) bilingual Cuentos Matemáticos that wove mathematical concepts with personal and cultural narratives in English and Spanish. These experiences positioned students as knowledge holders, inviting them to explore identity, representation, and the role of language in mathematics learning. Student reflections revealed how engaging with mathematics through their home languages and cultural histories deepened their sense of pride, belonging, and agency, not only as learners of mathematics but as future teachers capable of creating affirming, inclusive classrooms. The redesign demonstrates how embedding CFCP and CSP principles in content courses can reframe mathematics as both a cultural and intellectual endeavor, offering a model for mathematics teacher educators seeking to advance equity, identity development, and inclusion in teacher preparation.