This ethnographic study explores how Latina/o English Language Learners (ELLs) in middle school math classes negotiated their learning. Using a reform-oriented, hands-on approach, it highlights the experiences of six ELLs and their teachers, focusing on identity, participation, and success in mathematical discourse.
Read MoreThis ethnographic study explores how Latina/o English Language Learners (ELLs) in middle school math classes negotiated their learning. Using a reform-oriented, hands-on approach, it highlights the experiences of six ELLs and their teachers, focusing on identity, participation, and success in mathematical discourse.
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