Goldilocks Discourse — math scaffolding that’s just right

Abstract

The Common Core has brought a sharp shift in what it means to be mathematically literate. Becoming mathematically literate is now as much a matter of acquiring mathematical practices as of acquiring any defined set of content standards. This more ambitious definition of literacy presents a challenge not only for students, but also for teachers who are supposed to provide students with opportunities to persevere in challenging tasks. To achieve this, teachers need to relinquish just the right amount of control to the students; relinquishing too little constrains students’ opportunities to persevere; relinquishing too much runs the risk of students engaging in unsystematic exploration. The secret ingredient to making it just right is what we call Goldilocks Discourse.

Framing the Common Core: An Analysis of Four Key Policy Actors

“…The voluminous scholarly work about the CCSS focuses on practical and, to a lesser extent, ethical considerations. Extensive research has provided teachers and teacher educators with implementation strategies in specific disciplines such as math and writing (Dale & Scherrer, 2015;Graham, Harris, & Santangelo, 2015;Zbiek & Larson, 2015), areas such as special education (Marsh, 2015;Murphy & Marshall, 2015) and teaching ELLs (Olson, Scarcella, & Matuchniak, 2015), and hybrids of multiple areas (Jimenez & Staples, 2015;Saunders, Bethune, Spooner, & Browder, 2013). Other studies have analyzed various curricular materials associated with the standards (Beaver & Reumann-Moore, 2014;Burns, 2013;Hiebert & Pearson, 2014;Moustafa, 2012;Stancavage & Bohrnstedt, 2013), with the purposes of understanding and helping teachers apply them.…”