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Download full textLambert, Rachel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
How do children develop identifications with mathematics over time, seeing themselves as agents in their math classrooms (or not)? This ethnographic and interview study followed nine Latino/a children with and without learning dis/abilities through two years of mathematics in a high-poverty urban school. The children participated in two distinct…
Descriptors: Middle School Students, Hispanic American Students, Grade 7, Secondary School Mathematics
