Please Note: This course has varying hours depending on the type of credit you need. See Below.
Traditional mathematical teaching methods that focus on rote memorization and algorithmic solution strategies all too often restrain what diverse students know about mathematics and how they express their mathematical thinking. The purpose of this brief continuing education course, developed using information from Democracy in Education, is to discuss how embracing the four Rights of the Learner (RotL) can help children and teachers to view productive struggle and mistakes as valuable steps in the process of learning mathematics, and can promote equity by beginning with what students already know. The use of formative assessments in the spirit of the RotL is also addressed as a way to assess students’ thinking and to drive instructional decisions.
1. Describe the four components of the Rights of the Learner (RotL) and how they can be used to promote equity in the classroom.
2. Discuss how the RotL can help children and teachers to embrace productive struggle and mistakes as valuable steps in the process of learning mathematics.
3. Summarize research that frames the foundation for the RotL as a basis to encourage equity by beginning with what students already know about mathematics.
4. Differentiate between convergent and divergent formative assessments and identify the role of formative assessments in honoring students’ mathematical resources as they learn mathematics.
5. Outline conflicts and complications that may arise when incorporating the Rotl into mathematics instruction.
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