This response to Crystal Kalinec-Craig’s article on the Rights of the Learner (RotL) aims to take up and build on the author’s ideas about how the RotL framework can promote equitable mathematics teaching and learning. Specifically, this response examines how listening is implied in the work of teachers who support young mathematicians as they exercise their rights to be confused, claim mistakes, and say and write what makes sense. In doing so, we seek to highlight some of the opportunities and challenges that can emerge for teachers attempting to support all learners to actualize these rights.
|Number of pages||10|
|Journal||Democracy and Education|
|Early online date||1 Oct 2018|
|Publication status||E-pub ahead of print - 1 Oct 2018|