Implementation

The successful implementation of any new curriculum involves thoughtful planning and hard work on many levels. Experience from the field suggests that the following are critical in successfully using Investigations to improve the teaching and learning of mathematics for all students.

  • An Implementation Plan. Designing and implementing a long-term, well-articulated plan requires a diverse team with a strong leader and a shared vision of what effective elementary mathematics teaching and learning can and should look like. Communication about the plan needs to be clear and consistent, so that people know what is expected of them, and what resources are available to support them in their work. (Learn more about planning for implementation.)

  • A Plan for Professional Development. Deepening math teaching and learning requires a commitment to sustained professional development. All groups—teachers, teacher leaders, coaches/specialists, principals and administrators, etc.—will need professional development designed to meet their needs. Schools and districts also need to be building capacity—identifying, developing, and supporting leaders in each of these groups. (Learn more about planning for professional development.)

  • A Plan for Working with Families. In a world where most adults learned that math is about memorizing a series of facts or steps or procedures, parents and families need to know why Investigations has been chosen, how it approaches the teaching and learning of math, and how they can help at home. They need to understand that Investigations focuses on the basics, and also asks that children develop understanding, flexibility, and the ability to reason mathematically — skills that are in high demand in today's high-tech and ever-changing world. (Learn more about working with families.)