Investigations Math Program
In addition to the enVisionMATH program which is aligns to the Common Core learning standards in mathematics, teachers in Grades 2- 5 have chosen a single unit from the Investigations program to tech this year. This is a unit that teachers determined would substitute for a unit in the enVisionMATH program.
Each curriculum unit in the Investigations program focuses on an area of content, in depth, providing 2 to 5 1/2 weeks for students to develop and practice ideas across a variety of activities and contexts that build on each other.
Six major goals guided the development of Investigations. The curriculum is designed to:
- Support students to make sense of mathematics and learn that they can be mathematical thinkers
- Focus on computational fluency with whole numbers as a major goal of the elementary grades
- Provide substantive work in important areas of mathematics—rational numbers, geometry, measurement, data, and early algebra—and connections among them
- Emphasize reasoning about mathematical ideas
- Communicate mathematics content and pedagogy to teachers
- Engage the range of learners in understanding mathematics
Underlying these goals are three guiding principles that are our touchstones as we approach both students and teachers as agents of their own learning:
1. Students have mathematical ideas. The curriculum must support all students in developing and expanding those ideas
2. Teachers are engaged in ongoing learning about mathematics content and about how students learn mathematics. The curriculum must support teachers in this learning.
3. Teachers collaborate with the students and curriculum materials to create the curriculum as enacted in the classroom. The curriculum must support teachers in implementing the curriculum in a way that accommodates the needs of their particular students.
1Investigations was developed with support from the National Science Foundation under Grant No. ESI-0095450. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.