Recognizing and describing children's mathematical thinking in humanizing ways, especially when students engage in confusion, productive struggle, and mistakes, is a complex and challenging process. This paper describes an exploratory, mixed-methods study about how elementary teacher candidates (TCs) describe children's thinking as a right to exercise and to value their humanity when learning mathematics. The study analyzed transcripts from 64 TCs' summative assessments, which consisted of mock parent-teacher conferences (MPTC). Findings suggest that TCs described children's confusion, productive struggle, and mistakes (RotL 1 and 2) as: a teacher's observation, an opportunity for students to correct or clarify their thinking, an opportunity for teachers to adjust instruction or provide support, and as a normal part of the learning process. More importantly, some TCs reassured children that learners have fundamental rights when learning mathematics, especially when feeling confused and claiming a mistake. Implications for research and teacher education are discussed. Keywords: Elementary, teacher education, mathematics, mixed methods, rehumanizing, Torres’ rights of the learner

以人性化的方式认识和描述儿童的数学思维，尤其是当学生陷入困惑、富有成效的斗争和错误时，是一个复杂而富有挑战性的过程。本文描述了一项探索性、混合方法的研究，研究小学教师候选人 (TC) 如何将儿童的思维描述为在学习数学时锻炼和重视人性的权利。该研究分析了 64 名 TC 的总结性评估记录，其中包括模拟家长教师会议 (MPTC)。研究结果表明，TC 将儿童的困惑、富有成效的挣扎和错误（RotL 1 和 2）描述为：教师的观察、学生纠正或澄清想法的机会、教师调整教学或提供支持的机会，以及作为学习过程的正常部分。更重要的是，一些TC向孩子们保证，学习者在学习数学时拥有基本权利，尤其是在感到困惑并声称错误时。讨论了对研究和教师教育的影响。关键词：小学、教师教育、数学、混合方法、重新人性化、托雷斯学习者权利