by Annie Sussman | Apr 30, 2018 |

Using language to effectively communicate one’s mathematical thinking is an important skill—one that is a focus of Math Practice 6: Attend to Precision. Many of us know firsthand that clearly articulating mathematical ideas is challenging work, and that when students...
by Susan Jo Russell | Jan 26, 2018 |

I was watching one of those legal shows on TV the other night. The prosecutor was asking the defendant a version of the same question for the third time. The defendant’s lawyer, getting annoyed, objected: “Asked and answered!” I’ve heard this phrase a hundred times in...
by Megan Murray | Jan 8, 2018 |

Imagine you are 6 years old. Or 7. You know you can use your fingers to model subtraction. For example, for a problem where there are 7 grapes and 2 get eaten, you can raise 7 fingers, put down 2, and count how many are left. But what do you do when the problem...
by Keith Cochran | Dec 11, 2017 |

On a recent visit to a school in a small city in the Midwest, Karen and I joined a class of 5th graders as they learned a game in Unit 3 called Roll Around the Clock. In the previous session, students used a clock to find and name fractions and equivalent fractions....
by Cynthia Garland Dore | Dec 4, 2017 |

As I worked with teachers in classrooms this fall, the topic of how to help students reflect on their learning and the learning of others kept coming up. I’m still thinking about how to recognize, encourage, and promote student reflection about math ideas. What traits...
by The Investigations 3 Center Team | Nov 9, 2017 |

Question: Why does 3rd grade start with a multiplication/division unit and not addition/subtraction? Answer: We often hear from people who wonder why Grade 3 starts with a multiplication and division unit—just like it did in the 1st edition!—rather than an addition...
by Susan Jo Russell | Oct 2, 2017 |

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....