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.
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