About the Investigations curriculum

(in the words of the authors)

Investigations in Number, Data, and Space is a K-5 mathematics curriculum with four major goals:

∑ To offer students meaningful mathematical problems

∑ To emphasize depth in mathematical thinking rather than superficial exposure to a series of fragmented topics

∑ To communicate mathematics content and pedagogy to teachers

∑ To substantially expand the pool of mathematically literate citizens

The Investigations curriculum embodies a new approach based on years of research about how children learn mathematics. Each grade level consists of a set of separate units, each offering 2-8 weeks of work. These units of study are presented through investigations that involve students in the exploration of major mathematical ideas.

Approaching the mathematics content through investigations helps students develop flexibility and confidence in approaching problems, fluency in using mathematical tools and skills to solve problems, and proficiency in evaluating their solutions. Students also build a repertoire of ways to communicate about their mathematical thinking while their enjoyment and appreciation of mathematics grow.

The investigations are carefully designed to invite all students into mathematics – girls and boys, members of diverse cultural, ethnic, and language groups, and students with different strengths and interests. Problem contexts often call on students to share experiences from their family, culture, or community. The curriculum eliminates barriers – such as work in isolation from peers, or emphasis on speed and memorization – that exclude some students from participating successfully in mathematics. The following aspects of the curriculum ensure that all students are included in significant mathematics learning:

∑ Students spend time exploring problems in depth.

∑ They find more than one solution to many of the problems they work on.

∑ They invent their own strategies and approaches, rather than relying [solely] on memorized procedures.

∑ They choose from a variety of concrete materials and appropriate technology, including calculators, as a natural part of their everyday mathematical work.

∑ They express their mathematical thinking through drawing, writing, and talking.

∑ They work in a variety of groupings – as a whole class, in pairs, and in small groups.

∑ They move around the classroom as they explore the mathematics in their environment and talk with their peers.

While reading and other language activities are typically given a great deal of time and emphasis in elementary classrooms, mathematics often does not get the time it needs. If students are to experience mathematics in depth, they must have enough time to become engaged in real mathematical problems. We believe that a minimum of 5 hours of mathematics classroom time a week – about an hour a day – is critical at the elementary level. The scope and pacing of the Investigations curriculum are based on that belief.

Investigations units – all grades

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