This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond.

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This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual learners. By integrating diverse stories into mathematics instruction, teachers can create culturally relevant contexts that invite meaningful problem-solving in tandem with rich mathematical discourse. This article features a classroom vignette in which a third-grade teacher uses Too Many Tamales to engage students in an equal share task, demonstrating how students' cultural experiences enhance their conceptual mathematical understanding. Several pedagogical strategies are highlighted as effective ways to support mathematical reasoning and understanding through authentic mathematical discourse. Drawing from classroom practice and supported by research, the authors advocate for the use of multicultural texts to provide meaningful opportunities for students to connect their lived experiences to mathematical ideas, empowering them to see themselves as capable mathematicians.

Despite substantial investment in teacher preparation, low levels of teacher assessment literacy persist, particularly with respect to the sociocultural and ethical dimensions of assessment. This study reports on interviews with 12 Chilean elementary teacher candidates (TCs). During interviews, TCs reviewed a set of assessment challenges and reported how they would address each challenge. Challenges were designed to elicit assessment as, for, and of learning in response to assessment challenges involving language and culture. Chile presents an interesting context due to its strong policy emphasis on formative assessment and a changing, increasingly diverse student population. TCs’ proposed assessment moves were highly context-dependent and tended to favor formative practices. Culturally responsive assessment approaches were also mentioned, but were primarily oriented toward valuing students as individuals rather than toward sustaining and expanding cultural and linguistic identities. Responses also reflected dominant group-oriented perspectives, characterized by deficit views or the absence of sociocultural considerations. Together, these results highlight the challenge of moving beyond technical assessment skills toward developing the dispositions and skills necessary for justice-oriented classroom assessment practices.