English Language Learners and Math

Discourse, Participation, and Community in ReformOriented, Middle School Mathematics Classes

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 ethnographicallyinfluenced 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 reformoriented approach to math learning; the math in these classes was—to varying degrees—taught using a handson, 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 Americanborn ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reformoriented 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 schoolbased research.