This study involved exploring the mathematics stories of three seventh-grade Latina students who attended an urban middle school. The mathematics stories of one primary caregiver for each student and the students’ mathematics teacher were also explored. The goal was to understand the factors that attributed to the formation of the young girls’ mathematics identities and how these identities informed their decisions to engage with mathematical activity. The findings illuminated important classroom experiences, how the students made sense of these experiences, and how they took up and rejected opportunities to engage with mathematics because of those experiences.

Session Type: Brief Research Report