I had not previously thought about the distinction between student-centered & learner-centered. Generally, I have used them interchangeably with a preference for "learner-centered". The argument made here for choosing this over the other makes much sense and aligns with my philosophical orientation.

This use of tentative language is something that appears a lot in math education research for learner-centered environments. Math processes are too-often presented as certainties - "Here is the way to solve this type of problem." "You did not follow the correct procedure." To open up a more creative, sense-making, problem solving culture, we should increase our usage of tentative language - "What are some possible ways to solve this type of problem?" Number Talks are great structure for opening learners up to creative new possibilities for solving problems. Many teachers and community members may criticize applying an open, creative approach to mathematics as inefficient. In reality, mathematics is an excellent vehicle for learning how to think in open, creative ways, to notice patterns and structure, to create logical arguments. When math is only taught with efficiency in mind, we end up excluding some of the most creative minds in heavy favor of those who are strong memorizers and/or rule-followers.

I think an important aspect to consider about the spiraling approach is whether or not connections are made when old ideas are spiraled in with the new. I often see spiraling enacted in the classroom as the incorporation of a few questions from prior unit's material alongside questions from the new unit. What I often see missing in enactment is the intentional design of activities that INTEGRATE & connect the prior ideas with and to the new ones.

Once a learner falls into this pattern it is difficult to break the mindset. I always connect these ideas to Carol Dweck's Mindset work and other goal orientation theories. "Learners" have a growth mindset and see self-improvement as the ultimate point of academic pursuits, but many "Students" simply see a series of hoops to either jump through or avoid, depending upon how they might want others to perceive them. The most unfortunate aspect of this contrast between Learners and Students is that a great many of classrooms, schools, and homes are set up to reward "compliance" or measured & ranked "achievement" more than they reward growth, learning, persevering, sense making, etc.

Again, good indicators of student-centered learning.

Adults' experiences are also connected to emotions evoked by those experiences. As a math educator, I teach a topic to which many people have largely negative emotions attached. With adult learners, I always try to carve out space to allow expression and reflective evaluation of not only the experiences, but also the emotions attached to them.

What is the extent of students' opportunities for "meaning making"? This is an important assessment of how learner-centered an enacted curriculum is.