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

Authors

• Luis Miguel Fernández, The University of Texas Rio Grande ValleyFollow
• Tenchita Alzaga Elizondo, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

Summer 2026

Abstract

This article presents the redesign of an undergraduate History of Mathematics course for preservice teachers at a Hispanic-Serving Institution. Grounded in Community- and Family-Centered Pedagogy (CFCP) and Marshall’s framework for culturally sustaining mathematics teaching, 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. Selected student reflections illustrate how these experiences created opportunities for students to express pride, connection, and agency as learners of mathematics and as future teachers. The redesign offers one example of how content courses can position mathematics as both a cultural and intellectual endeavor while supporting more affirming and inclusive approaches to teacher preparation.

Comments

https://doi.org/10.63966/teem.v17i1.2079

Recommended Citation

Fernández, Luis, and Tenchita Alzaga Elizondo. “Centering Culture, Language, and Identity in a History of Mathematics Course for Preservice Teachers.” Teaching for Excellence and Equity in Mathematics 17, no. 1 (2026): 46–61. https://doi.org/10.63966/teem.v17i1.2079.

First Page

46

Last Page

61

Publication Title

Teaching for Excellence and Equity in Mathematics

DOI

10.63966/teem.v17i1.2079