Actualizing the Rights of the Learner: The Role of Pedagogical Listening.
Actualizing the Rights of the Learner: The Role of Pedagogical Listening.
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实现学习者的权利：教学聆听的作用。
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Andrea R. English
中科院分区：
文献类型：
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作者：
Allison Hintz;Kersti Tyson;Andrea R. English
本文是对Crystal KalinecCraig关于学习者权利（RotL）的文章的回应，旨在接受并建立作者关于RotL框架如何促进公平的数学教学和学习的想法。具体地说，这篇文章探讨了在支持年轻数学家行使自己的权利感到困惑、声称错误、说和写有意义的东西时，倾听是如何隐含在教师的工作中的。在此过程中，我们试图强调教师在努力支持所有学习者实现这些权利时可能面临的一些机遇和挑战。本文是对KalinecCraig， c.a.（2017）的回应。学习者的权利：数学教育形成性评价促进公平的框架。民主和教育，25(2)，第五条。可在https:// democracyeducationjournal.org/ home/ vol25/iss2 / 5获得
This response to Crystal KalinecCraig’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. This article is in response to KalinecCraig, C. A. (2017). The Rights of the Learner: A Framework for Promoting Equity through Formative Assessment in Mathematics Education. Democracy and Education, 25(2), Article 5. Available at: https:// democracyeducationjournal .org/ home/ vol25/ iss2/ 5