by Lynne Godfrey | Feb 18, 2022 |
Teaching is an academic and human endeavor that involves continuous cycles of interactions of the instructional core; students, content, and teachers. There are many factors that influence our decisions about what and how to teach the children in our care. We attend...
by Marta Garcia and Annie Sussman | Jan 21, 2022 |
“An equitable learning community requires first and foremost knowing who our students are and using that knowledge to situate math learning in the lived experiences of students, building on the knowledge and skills each student brings to school and acknowledging and...
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 | Oct 25, 2021 |
Our first blog about norms discussed ways to work with students to establish norms that support the development of an equitable and inclusive mathematics learning community. In this blog, we share some of the ways the Investigations curriculum supports teachers in...
by Marta Garcia | Oct 11, 2021 |
The beginning of the year is an exciting time; one that offers us an opportunity to get to know our students. As we learn their interests, cultures, developing identities, and preferences we are simultaneously thinking about how we can create an equitable learning...
by Lynne Godfrey | Oct 4, 2021 |
The question is not whether all students can succeed in mathematics but whether the adults organizing mathematical learning opportunities can alter traditional beliefs and practices to promote success for all. (NCTM 2014 Principles to Actions) The development of...
by The Investigations 3 Center Team | Sep 27, 2021 |
For the past two years the project staff of the Investigations Center for Curriculum and Professional Development has been studying literature that addresses issues of equity, access, identity, and agency in mathematics education (for example, see Aguirre et. al.,...
