The last three decades have seen increasing attempts in mathematics education research (MER) in framing instructional tools and methods that build on children’s understanding and learning from their exposure in the out-of-school settings (for example, Brenner. Educational Studies in Mathematics, 36(2), 123–155, 1998; Civil. Journal of Intercultural Studies, 23(2), 133–148, 2002; Masingila et al. Educational Studies in Mathematics, 31(1/2), 175–200, 1996; Taylor. The Journal of the Learning Sciences, 18, 370–415, 2009; Taylor. Journal of Mathematics Teacher Education, 15(4), 271–291, 2012; and others). There are a few studies in MER that looked at ways to enrich classroom pedagogy by building on students’ out-of-school mathematical knowledge using a multicultural lens. However, there are not many studies that attempted a multilingualism lens to connect out-of-school mathematics with school math or explored the interplay between language negotiation and meaning making in the classroom. This chapter discusses an enacted culturally responsive pedagogy that made connections with students’ prior knowledge (out-of-school math knowledge), their work-context experience and knowledge derived from the community’s funds of knowledge which evidently fostered enhanced meaning making in the classroom. This enacted pedagogy as part of a teaching design experiment enabled a series of normative shifts in the classroom practice. This chapter discusses one such shift from ‘oral to written math’ and how that shift fostered merger of students’ identities as doers, knowers and learners besides facilitating knowledge transfer and movements within the classroom practice.