Taking a community of practice perspective that highlights the learner as part of a
community, rather than a lone individual responsible for her/his learning, this
ethnographically-influenced study investigates how Latina/o English Language
Learners (ELLs) in middle school mathematics classes negotiated their learning
of mathematics and mathematical discourse. The classes in which the Latina/o
students were enrolled used a reform-oriented approach to math learning, the
math in these classes was-to varying degrees-taught using a hands-on,
discovery approach to learning where group learning was valued, and discussions
in and about math were critical.
This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers
of varied ethnicity, education, experience with second language learners, and training in reform-oriented
mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity,
participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in
language, and student success in mathematics are all critical notions that are
highlighted within this school-based research.