dc.contributor.author | Singhal, Arvind | |
dc.date.accessioned | 2017-03-06T10:12:29Z | |
dc.date.available | 2017-03-06T10:12:29Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | http://hdl.handle.net/11250/2432990 | |
dc.description.abstract | This article describes how K-12 teachers may significantly improve student learning, engagement, and retention of mathematical concepts by creatively designing their course content around real-world problems, and employing Liberating Structures (LS)—simple protocols to organize classrooms through different spatial arrangements, group configurations, distribution of participation, and sequencing of steps. LS-inspired classrooms allow for equitable student participation, peer-learning, and building of connections, trust, and immediacy. The teacher assumes the role of facilitator—a partner in discovering solutions. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Education For All | nb_NO |
dc.relation.uri | http://educationforatoz.com/images/2016_Commentary_7.pdf | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.subject | liberating structures | nb_NO |
dc.subject | active learning | nb_NO |
dc.subject | mathematics education | nb_NO |
dc.subject | inclusive classrooms | nb_NO |
dc.subject | creative design | nb_NO |
dc.title | Creative Content and Inclusive Classrooms to Transform Student Learning: Liberating Structures for Mathematics Educators | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200 | nb_NO |
dc.source.pagenumber | 132-140 | nb_NO |
dc.source.volume | 9 | nb_NO |
dc.source.journal | Journal of Mathematics Education | nb_NO |
dc.source.issue | 2 | nb_NO |