Beatriz Quintos is a Clinical Associate Professor in the Department of Teaching and Learning, Policy and Leadership, at University of Maryland. The long-term goal of her work is to interrupt historical patterns of marginalization in schools by collaborating with teachers and families to create contexts that value and tap into multilingual children's mathematical thinking and linguistic expertise. She works to create partnerships with families and educators that position multilingual children as assets in the mathematics classroom, families as intellectual resources, and teachers as agents of change. Her recent work highlights the critical role of bilingual communities’ cultural and linguistic funds of knowledge to create culturally-sustaining learning environments in mathematics education. She is currently the PI of a 4-year NSF grant, Collaborative Research: Parents, Teachers, and Multilingual Children Collaborating on Mathematics Together. Through this 4-year project, researchers at three sites will study a model that merges professional learning and parental engagement with a focus on multilingual learners. She is also a Co-PI of the Spencer grant, Noticing Translanguaging. This work explores multilingual students’ use of verbal and non-verbal communicative resources to engage in collaborative problem solving. This research supports the design of professional development for teachers that supports their ability to value, attend to, and respond to bilingual children’s thinking and linguistic knowledge. The results of this work will help educators and policymakers design tools to create humanizing education, including family-school partnerships, to support the long-term equity and mathematics learning goals of groups of students who have been traditionally marginalized due to their race, ethnicity, or languages they speak.