Ph.D. Students

Salvador Huitzilopochtli
  • Title
    • Doctoral Candidate
  • Division Graduate Studies Division
  • Department
    • Education Department
  • Email
  • Office Location
    • McHenry Library, 0286 McH
  • Office Hours by appointment
  • Mail Stop Education Department

Research Interests

  • Early Algebra
  • Mathematical Writing
  • Mathematics Educational Equity

Biography, Education and Training

Salvador Huitzilopochtli is a PhD Candidate in Mathematics Education at the University of California, Santa Cruz.  His research interests include mathematical argumentative writing and early algebra with a focus on creating instructional environments that foster equitable outcomes for all students.  He earned master’s degrees in Education from UC Berkeley and UC Santa Cruz and his research is informed by ten years of experience as a middle-school mathematics teacher and teacher-leader in culturally, linguistically, and economically diverse schools in the San Francisco East Bay Area.  Mr. Huitzilopochtli’s work takes a strengths-based approach and draws upon his additional experience working in violence prevention, academic support, cultural education, and mentoring. He is born and raised in West Berkeley, California.

Honors, Awards and Grants

  • National Academy of Education/Spencer Dissertation Fellowship semi-finalist (2020).

  • National Academy of Education/Spencer Research Development Award (2020).
  • National Council of Teachers of Mathematics/National Science Foundation travel grant award recipient for ICME-14.
  • Community for the Development of Research in Education (CADRE) Fellowship.  NSF (2017).
  • Research + Practice Collaboratory Fellowship (2017).

Selected Publications

Wang, S. H., Lang, N., Bunch, G. C., Basch, S., McHugh, S. R., Huitzilopochtli, S., & Callanan, M. (2021). Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth: Counter-Possibilities. In Frontiers in Education (p. 260). Frontiers.

Huitzilopochtli, S., Foxworthy-Gonzalez, J., Moschkovich, J.N., McHugh, S.R., & Callanan, M.A. (2021).  Noticing multilingual and non-dominant students’ strengths for learning mathematics and science.  In A. Essien & A. Msimanga’s (Eds.) Multilingual education yearbook 2021: Policy and practice in STEM multilingual contexts. Springer.  

Caldwell, B., Foxworthy Gonzalez, J., & Huitzilopochtli, S. (2020).  Multilingual students and mathematics education.  White paper commissioned by the English Learners Success Forum. Retrieved from:

Conference Proceedings:

Caldwell, B. & Huitzilopochtli, S. (2020).  Pre-service teachers' developing instructional strategies for English Language Learners in secondary mathematics.  Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). (2020). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA. https:/

Huitzilopochtli, S., López-Adame, D., & Moschkovich, J. (2020).  Using writing and discussions to support mathematical arguments in early algebra.  Proceedings of the 14th International Congress on Mathematical Education, Shanghai, China.

Huitzilopochtli, S., Moschkovich, J.N. (2018).  Appropriating inscriptions and manipulatives.  Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Presented at the PME 42, the 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden: PME. Retrieved from

Huitzilopochtli, S., Moschkovich, J.N. (2017).  Students’ appropriation of talk moves in a discourse-driven classroom.  In Galindo, E., & Newton, J., (Eds.). (2017). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators (p.307-311).