This case study explores how bilingual teacher candidates (BTCs) in a Texas dual language teacher education program reflect on their mathematics teaching experiences through a translingual, transcultural, and transdisciplinary lens. By analyzing bilingual teacher narratives, the study investigates how translanguaging and reported speech shape their teaching identities and pedagogical practices. Findings highlight "translanguaged polyvocal speech" (TPS), or "polivoces", as a key process, where BTCs integrate multiple linguistic and semiotic resources to construct mathematical meaning and negotiate bilingual identities. The study emphasizes how BTCs use TPS to challenge rigid language hierarchies and promote dynamic, multilingual pedagogies in bilingual mathematics instruction.