Abstract
ABSTRACT In this article, we engage in a discussion about how we came to Torres’ Rights of the Learner (RotL) and how these ideas can transform the way we teach mathematics and the ways our students learn mathematics. This article serves to introduce teachers and teacher educators to the RotL and to remind ourselves that before one can rehumanize our classrooms through the RotL, we must first take time to embrace and value our fluid identities as teachers, learners, and citizens in a complex world. Our article is conversational in nature so readers can understand the humanizing aspect of our work.
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