by The Investigations 3 Center Team | Aug 22, 2022 |
A focus on the development of students’ mathematical ideas requires the establishment of an equitable mathematics learning community. Such a community embodies the commitment to provide access to rigorous, cognitively demanding mathematics for each and every student,...
by Marta Garcia | Nov 5, 2021 |
“The space has to be a sort of aquarium that mirrors the ideas, values, attitudes, and cultures of the people who live in it.” – Loris Malaguzzi, The Hundred Languages of Children. The start of the school year is an exciting time for teachers, children, and families....
by Megan Murray | Sep 10, 2018 |
We recently asked a group of experienced Investigations teachers the following question: How do you think about creating a math community? What’s critical, particularly at the beginning of the year? In Part 1, we shared their thoughts about setting up the...
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 Keith Cochran | Apr 2, 2018 |
Have you ever been teaching (or leading professional development) and asked a really good question only to be met with silence? We all have teacher moves in our back pocket for situations like this—maybe do a turn and talk, ask the student if they’d like to call on...
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...
