Bilingual fourth graders’ math stories were collected to explore their math identities. Students expressed identities of powerfulness and powerlessness and identified the key resources they need in order to feel like successful mathematicians. These resources included collaboration, manipulatives, their native language, and the support of family. Implications and suggestions for educators are discussed. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/30263 |
| Date | 29 July 2015 |
| Creators | Adams, Melissa |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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