Children and adults talking and doing mathematics: A study of an after-school math club

This paper outlines examples of children learning mathematics in a bilingual and culturally inclusive environment utilizing the lens of student identity as a way to understand the intersection of multiple factors affecting their learning. The research is situated in an after-school setting located in a majority Latino/a school. Several studies highlight the importance of community knowledge, situating it on the same level as academic knowledge. Our findings indicate that the inclusion of community knowledge and use of home language are elements that mediate mathematics learning, particularly in the context of social justice mathematics. The study has implications for teachers who wish to create more inclusive and potentially transformative learning environments for all students. Objectives Schools in the United States are increasingly becoming locations where children from different cultures of origin and backgrounds come together. These multicultural contexts raise important challenges to professionals who work in educational settings, particularly in light of inequitable educational outcomes for marginalized populations. In this paper we address these challenges within the context of mathematics teaching and learning, in the hopes of uncovering