Creative Content and Inclusive Classrooms to Transform Student Learning: Liberating Structures for Mathematics Educators

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.