Investigations Blog

Incomplete, inarticulate, ill-formed, incorrect: Brilliant!

Over the last decade, much of my work has been focused on mathematical argument in the elementary classroom. Observing in our collaborating classrooms, I was struck again and again by how teachers supported students to build on each other’s incomplete ideas. Constructing a mathematical argument is difficult and challenging for elementary students and, therefore, necessarily collaborative. When students are learning what it means to make an argument, not just about the solution to a single...

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From “Uh Oh!” to “Aha!”

Over 20 years ago, just out of college, I applied for a job at TERC after seeing an ad in a newspaper. A project called Investigations in Number, Data, and Space was looking for a classroom observer. I had spent most of my college years volunteering in an elementary classroom once a week, so I sent a writing sample – from a course I’d taken with Ted Sizer – and got an interview. The last step? Meet Susan Jo Russell, the Principal Investigator of the project. We chatted and...

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It’s Not What’s New; It’s What’s Old

People often ask me, “What’s your favorite part of the new edition of Investigations?” My first inclination is to blurt out “That it’s finished!”, despite the fact that the development stage has been over for almost a year. While many aspects of the revision were engaging and rewarding, I’m sure that someday soon I will not cringe when I hear the word deadline! That said, I think I can honestly say that my favorite part of the 3rd edition is also my favorite part of the 1st and...

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