From the SCASD K-6 math website:
Parent involvement in homework is always welcome. The important thing to remember is not to tell your child how to solve the problem or show them a strategy/algorithm that you would use. Instead, use guiding questions to help your child think about the problem and choose his/her own strategy to solve it.
I wish this suggestion for parent involvement was a joke, but it’s not.
If my child asks for help with their homework, it’s because they’ve already BEEN thinking about the problem and their strategies to solve it have not been successful. I will not further frustrate my kids (and myself) by urging them to think more about it. Instead, I will help guide their thinking, suggest and teach them some strategies that will work, and help them follow through on those strategies.
Vygotsky’s zone of proximal development is defined as the difference between what a learner can do without help and what he or she can do with help.
Vygotsky stated that a child follows an adult’s example and gradually develops the ability to do certain tasks without help or assistance. Sometimes the term scaffolding is used to describe the process through which a parent, teacher, or more competent peer gives aid to the student in her/his ZPD as necessary, and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building during construction.
Some direct instruction IS a necessary component to learning. Parents shouldn’t be afraid to utilize it!
I agree with “anonymous”, but “investigation” is farthest from Vygotsky’s teachings. All education in SCASD is build on not giving any example by teacher to the kids, but rather “discovering” by kids.
Yes, child did think about problem before they ask for help. So, I usually simplify problems for child, (or show how to simplify) so she can see it better through and figure out her strategy. This is the only way I can see possible involvement of the parents.