Olga Torres developed the Rights of the Learner as a way to redistribute the power of learning and teaching in the classroom. Her students, many of whom were emerging multilinguals, were marginalized with remedial work and low expectations. By incorporating the Rights of the Learner in the classroom, her students felt more safe to express their ideas and thinking among themselves and the teacher. The Torres Rights of the Learner also aligns with divergent formative assessment (Pryor and Crossouard, 2008) as a means of looking for what and how students know rather than if they know a concept or skill.
Published in Chapter:
Developing and Supporting Mathematics Teacher Educators Through Virtual Collaborations
Dittika Gupta (Midwestern State University, USA), Mark S. Montgomery (Stephen F. Austin State University, USA), Colleen M. Eddy (University of North Texas, USA), Crystal Anne Kalinec-Craig (University of Texas at San Antonio, USA), Karisma Morton (University of North Texas, USA), Keely Hulme (University of North Texas, USA), and Fardowsa Mahdi (University of North Texas, USA)
Copyright: © 2021
|Pages: 15
DOI: 10.4018/978-1-7998-6944-3.ch015
Abstract
This chapter focuses on a group of mathematics teacher educators across the state of Texas that utilized collaboration before and during a global pandemic in order to examine and apply equity issues in their own instruction and delivery of their mathematics methods courses. The authors will highlight and share how the use of collaboration that initiated with the focus on rethinking equity practices in methods courses morphed into a supportive environment that helped the group of mathematics teacher educators through a difficult transition in education due to COVID-19. The goal of the chapter is to urge educators to use collaboration as an impetus for professional development and establishing communities of practice.