How do students who are learning English as an additional language (EAL) participate in classroom mathematics? To investigate this question, I collected recordings of primary school EAL students as they worked with peers on a mathematics classroom task. Drawing on theoretical and methodological work in discursive psychology (Edwards, 1997), I analysed students' interaction and identified several patterns of attention, including a pattern of attention to mathematical structure. In this paper I report how the students in the study used attention to mathematical structure as part of their joint work on the task. My analysis shows how EAL students are able to participate successfully in mathematics classroom interaction. My analysis also highlights the social nature of this interaction. (Contains 4 endnotes.) [For complete proceedings, see ED500859.]