Investigations 3
@inv3math.bsky.social
The Investigations Center for Curriculum and Professional Development supports users of Investigations, the K-5 math curriculum developed at TERC. investigations.terc.edu
"This is why I return again and again to interviews: they help me see growth that scores alone cannot capture, and guide me towards the thinking students are ready to build next."
Inspired by @mburnsmath.bsky.social's session, Session 3's speaker @jennalaib.bsky.social wrote this. "To assess learning & development, I need to look more closely at how Mia reasoned thru the tasks, not just how many ?s she answered correctly. This is what I love most about interview assessments."
Measuring Growth in Mathematical Reasoning: What Mia’s Thinking Reveals
Mia* is a fourth grader who participates in a small-group intervention with me that focuses on multiplication. She is enthusiastic and playful — curling the dot in the i in her name into a he…
jennalaib.com
January 12, 2026 at 10:24 PM
"This is why I return again and again to interviews: they help me see growth that scores alone cannot capture, and guide me towards the thinking students are ready to build next."
Reposted by Investigations 3
Looking for adult ed math curricula? The EMPower series is now available for purchase on Amazon! Mix and match to suit your program’s needs. EMPower math is taught conceptually through collaborative activities and real-world applications for adults.
Shop now: hubs.la/Q03Zzgjh0
Shop now: hubs.la/Q03Zzgjh0
January 7, 2026 at 3:20 PM
Looking for adult ed math curricula? The EMPower series is now available for purchase on Amazon! Mix and match to suit your program’s needs. EMPower math is taught conceptually through collaborative activities and real-world applications for adults.
Shop now: hubs.la/Q03Zzgjh0
Shop now: hubs.la/Q03Zzgjh0
Reposted by Investigations 3
Are you stuck, or are you thinking? 🤔
January 7, 2026 at 10:16 AM
Are you stuck, or are you thinking? 🤔
Reposted by Investigations 3
Paraeducators are an important and underutilized resource with great potential to impact mathematics learning in elementary classrooms.
www.terc.edu/doing-the-ma...
www.terc.edu/doing-the-ma...
January 6, 2026 at 3:32 PM
Paraeducators are an important and underutilized resource with great potential to impact mathematics learning in elementary classrooms.
www.terc.edu/doing-the-ma...
www.terc.edu/doing-the-ma...
One teacher details how she's worked to have "students take charge of their learning...by [helping them] focus on what they already know and develop strategies that make sense to them rather than rushing to find answers and moving ahead with what is next."
Check out our first Guest Blog! www.terc.edu/mathequityfo...
January 5, 2026 at 7:50 PM
One teacher details how she's worked to have "students take charge of their learning...by [helping them] focus on what they already know and develop strategies that make sense to them rather than rushing to find answers and moving ahead with what is next."
1: Kids who had more time for free play...made way more progress in the lesson.
2. Using [manips] upped dramatically how much math the kids did.
3. Even when [they] weren’t doing exactly what we’d asked, they were doing math.
4. Manipulatives make it easier – even automatic – to differentiate.
2. Using [manips] upped dramatically how much math the kids did.
3. Even when [they] weren’t doing exactly what we’d asked, they were doing math.
4. Manipulatives make it easier – even automatic – to differentiate.
New blog post!
On the value of manipulatives in some recent work with first graders.
mathforlove.com/2026/01/mani...
On the value of manipulatives in some recent work with first graders.
mathforlove.com/2026/01/mani...
Manipulatives in Math Class Are So Worth It - Math For Love
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mathforlove.com
January 5, 2026 at 7:46 PM
1: Kids who had more time for free play...made way more progress in the lesson.
2. Using [manips] upped dramatically how much math the kids did.
3. Even when [they] weren’t doing exactly what we’d asked, they were doing math.
4. Manipulatives make it easier – even automatic – to differentiate.
2. Using [manips] upped dramatically how much math the kids did.
3. Even when [they] weren’t doing exactly what we’d asked, they were doing math.
4. Manipulatives make it easier – even automatic – to differentiate.
Reposted by Investigations 3
SLMath and @slj.com congratulate the 40 U.S. Title I school libraries who have been named 2025-26 Mathical Collection Development Award Winners! The #mathicalbooks awards are generously supported by the Guru Krupa Foundation. Learn more: www.mathicalbooks.org/2025/12/2025...
December 16, 2025 at 6:32 PM
SLMath and @slj.com congratulate the 40 U.S. Title I school libraries who have been named 2025-26 Mathical Collection Development Award Winners! The #mathicalbooks awards are generously supported by the Guru Krupa Foundation. Learn more: www.mathicalbooks.org/2025/12/2025...
Reposted by Investigations 3
Did you miss Session 2? Watch the recording of @mburnsmath.bsky.social's talk about reasoning: www.terc.edu/mathequityfo...
Then register for @jennalaib.bsky.social's session which will explore how data gathered from students can inform responsive instruction! lp.constantcontactpages.com/sl/HKaippJ
Then register for @jennalaib.bsky.social's session which will explore how data gathered from students can inform responsive instruction! lp.constantcontactpages.com/sl/HKaippJ
December 16, 2025 at 3:09 PM
Did you miss Session 2? Watch the recording of @mburnsmath.bsky.social's talk about reasoning: www.terc.edu/mathequityfo...
Then register for @jennalaib.bsky.social's session which will explore how data gathered from students can inform responsive instruction! lp.constantcontactpages.com/sl/HKaippJ
Then register for @jennalaib.bsky.social's session which will explore how data gathered from students can inform responsive instruction! lp.constantcontactpages.com/sl/HKaippJ
We all want students to "take charge of their learning" and "to empower them as learners by focusing on what they already know and to develop strategies that make sense to them rather than rushing to find answers and moving ahead with what is next." But what does that look and sound like? Read on!
Guest blog! Math specialist Rachel Goldner describes working towards her goal: "students [who] look less often at me for assurance, correct answers and approaches and...instead look within themselves for how to solve problems." www.terc.edu/mathequityfo...
Reflections from the Classroom: Students as Agents of Their Learning
Math specialist Rachel Goldner describes working towards her goal: "students [who] look less often at me for assurance, correct answers and approaches and...instead look within themselves for how to s...
www.terc.edu
December 11, 2025 at 6:10 PM
We all want students to "take charge of their learning" and "to empower them as learners by focusing on what they already know and to develop strategies that make sense to them rather than rushing to find answers and moving ahead with what is next." But what does that look and sound like? Read on!
"He doesn’t need to know abstract rules for arbitrary calculations, or all the different ways we might possibly misunderstand each other. He just needs to know how to say what is in his mind."
Musings: Math is Communication
How can we help children learn to express their math thoughts?
#mtbos #homeschooling #letsplaymath #iteachmath
#mathjournal
How can we help children learn to express their math thoughts?
#mtbos #homeschooling #letsplaymath #iteachmath
#mathjournal
Musings: Math is Communication
The question came up on a homeschool math forum: “My first grader and I were playing with equivalent expressions. We were trying to see how many ways we could write the value ‘3.’ “He wrote down 10 – 2 × 3 + 1. “When I tried to explain the problem with his calculation, he got frustrated and didn’t want to do math.
denisegaskins.com
December 10, 2025 at 3:10 PM
"He doesn’t need to know abstract rules for arbitrary calculations, or all the different ways we might possibly misunderstand each other. He just needs to know how to say what is in his mind."
Reposted by Investigations 3
Launched a Gr 4 geometry lesson with this WODB (from @amplifyeducation.bsky.social). Increasingly, I ask students to focus on the commonalties that 3 of them have -- that thinking supports our work with classifying shapes based on properties. 1/2
December 10, 2025 at 2:45 PM
Launched a Gr 4 geometry lesson with this WODB (from @amplifyeducation.bsky.social). Increasingly, I ask students to focus on the commonalties that 3 of them have -- that thinking supports our work with classifying shapes based on properties. 1/2
Can. Not. Wait!
🔥 Hot off the press! 📘 A must-have for classroom discourse in the elementary math classroom! Check up the updates in the second edition here. ➡️ spr.ly/633227CTho
Intentional Talk and Listening: How to Structure and Lead Productive Mathematical Discussions
Math teachers know the first step to meaningful mathematics discussions is to ask students to share how they solved a problem and make their thinking visible; however, knowing where to go next can be a daunting task.
In Intentional Talk and Listening: How to Structure and Lead Productive Mathematical Discussions, Elham Kazemi and Allison Hintz provide teachers with a practical framework for planning and facilitating purposeful math talks that move group discussions to the next level while achiev
spr.ly
December 9, 2025 at 10:23 PM
Can. Not. Wait!
Reposted by Investigations 3
We are so excited to have Marilyn Burn presenting tomorrow, 12/10/25 at 7-8pm EST! She will share videos of students solving problems & explaining their thinking, & focus on reasoning as the foundation for building math understanding & skills. Register here: lp.constantcontactpages.com/sl/HKaippJ
Session 2 is coming soon! Join us on 12/10 at 7pm EST, to hear @mburnsmath.bsky.social talk about how reasoning is the essential foundation for building students' understanding of mathematics. Register here: tinyurl.com/3fnxwbtc
December 9, 2025 at 10:21 PM
We are so excited to have Marilyn Burn presenting tomorrow, 12/10/25 at 7-8pm EST! She will share videos of students solving problems & explaining their thinking, & focus on reasoning as the foundation for building math understanding & skills. Register here: lp.constantcontactpages.com/sl/HKaippJ
Reposted by Investigations 3
Want the latest in STEM education research and practice?
Discover how teachers are using robotics, how paraeducators are building math confidence, what families say young learners really need, how game design supports systems thinking, and how AI tools show up in classrooms.
➡️ hubs.la/Q03X4tdD0
Discover how teachers are using robotics, how paraeducators are building math confidence, what families say young learners really need, how game design supports systems thinking, and how AI tools show up in classrooms.
➡️ hubs.la/Q03X4tdD0
December 9, 2025 at 1:17 PM
Want the latest in STEM education research and practice?
Discover how teachers are using robotics, how paraeducators are building math confidence, what families say young learners really need, how game design supports systems thinking, and how AI tools show up in classrooms.
➡️ hubs.la/Q03X4tdD0
Discover how teachers are using robotics, how paraeducators are building math confidence, what families say young learners really need, how game design supports systems thinking, and how AI tools show up in classrooms.
➡️ hubs.la/Q03X4tdD0
Reposted by Investigations 3
I hope you'll join me. I'm ready to share.
Session 2 is coming soon! Join us on 12/10 at 7pm EST, to hear @mburnsmath.bsky.social talk about how reasoning is the essential foundation for building students' understanding of mathematics. Register here: tinyurl.com/3fnxwbtc
December 8, 2025 at 1:38 PM
I hope you'll join me. I'm ready to share.
Reposted by Investigations 3
December 2, 2025 at 9:54 PM
Reposted by Investigations 3
Students decompose composite numbers and identify prime factors using factor trees. www.oise.utoronto.ca/robertson/le...
Prime Factor
Students decompose composite numbers and identify prime factors using factor trees.
www.oise.utoronto.ca
December 1, 2025 at 2:09 PM
Students decompose composite numbers and identify prime factors using factor trees. www.oise.utoronto.ca/robertson/le...
👇
In Gr 4:
The classroom T asked students to find examples of parallel and perpendicular lines in the classroom. Students saw some nice, clear examples in the chart paper, the flag, and a calendar. A student asked me about this one: a wicker basket.
#elemmathchat
🧵 1/3
The classroom T asked students to find examples of parallel and perpendicular lines in the classroom. Students saw some nice, clear examples in the chart paper, the flag, and a calendar. A student asked me about this one: a wicker basket.
#elemmathchat
🧵 1/3
December 1, 2025 at 2:45 PM
👇
Reposted by Investigations 3
Marilyn Burns leads Sessions 2 of the Speaker Series! Join Marilyn as she shares one-on-one video interviews with students solving arithmetic problems mentally and explains how they reason. Takeaways connect students’ thinking to classroom instruction.
Learn more: hubs.la/Q03VRLVZ0
Learn more: hubs.la/Q03VRLVZ0
December 1, 2025 at 2:03 PM
Marilyn Burns leads Sessions 2 of the Speaker Series! Join Marilyn as she shares one-on-one video interviews with students solving arithmetic problems mentally and explains how they reason. Takeaways connect students’ thinking to classroom instruction.
Learn more: hubs.la/Q03VRLVZ0
Learn more: hubs.la/Q03VRLVZ0
Reposted by Investigations 3
I'm looking forward to giving this talk. Hope you'll join me.
Session 2 is coming soon! Join us on 12/10 at 7pm EST, to hear @mburnsmath.bsky.social talk about how reasoning is the essential foundation for building students' understanding of mathematics. Register here: tinyurl.com/3fnxwbtc
December 1, 2025 at 2:39 PM
I'm looking forward to giving this talk. Hope you'll join me.
"When does it make sense to change [cultural] elements? When does it not?" @jennalaib.bsky.social shares 3 examples that explore this question. "It’s interesting to think about how these interact w/ student experiences, as we continue to make complex choices within our professional practice." 1
Session 1 of our Speaker Series, by @pamseda1.bsky.social, got Session 3's @jennalaib.bsky.social thinking: "When does it make sense to change [cultural] elements?... The answer isn’t a checklist or a directive. It’s a stance... I strive for intentionality & balance... Why this shift? & for whom?
November 24, 2025 at 7:40 PM
"When does it make sense to change [cultural] elements? When does it not?" @jennalaib.bsky.social shares 3 examples that explore this question. "It’s interesting to think about how these interact w/ student experiences, as we continue to make complex choices within our professional practice." 1
Is a hot dog a sandwich? Is an elevator a vehicle? Is an emoji a word?
These ?s are a provocation. "We think we know what a vehicle, or sandwich, or word is, but we find our reasoning shifting as problematic cases arise. As a result, our implicit definitions become explicit & more clearly defined."
These ?s are a provocation. "We think we know what a vehicle, or sandwich, or word is, but we find our reasoning shifting as problematic cases arise. As a result, our implicit definitions become explicit & more clearly defined."
On vehicles and the meanings of words | Talking Math With Your Kids
The following is an extended excerpt of a cover letter for Is It a Vehicle?, a book I have play-tested many hundreds of times in a wide range of situations over the last five-plus years and not yet fo...
talkingmathwithkids.com
November 19, 2025 at 9:09 PM
Is a hot dog a sandwich? Is an elevator a vehicle? Is an emoji a word?
These ?s are a provocation. "We think we know what a vehicle, or sandwich, or word is, but we find our reasoning shifting as problematic cases arise. As a result, our implicit definitions become explicit & more clearly defined."
These ?s are a provocation. "We think we know what a vehicle, or sandwich, or word is, but we find our reasoning shifting as problematic cases arise. As a result, our implicit definitions become explicit & more clearly defined."
"Taking out the numbers and question allowed every student to think about the meaning of the sentence, the implied mathematical connections, and plan a solution pathway before jumping into a solution attempt." #StoryProblems #NumberlessWordProblems #MathematicalAgency
Making Sense of Word Problems
I am sure we have all seen it happen at one time or another in math class. We give a student a story problem to solve and after a quick skim, the student pulls the numbers from the problem, compute…
kgmathminds.com
November 19, 2025 at 8:40 PM
"Taking out the numbers and question allowed every student to think about the meaning of the sentence, the implied mathematical connections, and plan a solution pathway before jumping into a solution attempt." #StoryProblems #NumberlessWordProblems #MathematicalAgency
"'6yo: If 0 + 0 is 1, then would 8 times 0 be 4?'
... These “What if” questions are a sign that a child is taking a sort of radical ownership over their mathematical thinking. ... He wants something to be true to explore an idea, so he’s just doing it"!
... These “What if” questions are a sign that a child is taking a sort of radical ownership over their mathematical thinking. ... He wants something to be true to explore an idea, so he’s just doing it"!
My 6yo asked me this morning:
"If 0 + 0 = 1, would 8 times 0 be 4?"
I wrote a blog post about it.
mathforlove.com/2025/11/big-...
#tmwyk #iteachmath #mtbos
"If 0 + 0 = 1, would 8 times 0 be 4?"
I wrote a blog post about it.
mathforlove.com/2025/11/big-...
#tmwyk #iteachmath #mtbos
Big Ifs - Math For Love
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mathforlove.com
November 19, 2025 at 8:31 PM
"'6yo: If 0 + 0 is 1, then would 8 times 0 be 4?'
... These “What if” questions are a sign that a child is taking a sort of radical ownership over their mathematical thinking. ... He wants something to be true to explore an idea, so he’s just doing it"!
... These “What if” questions are a sign that a child is taking a sort of radical ownership over their mathematical thinking. ... He wants something to be true to explore an idea, so he’s just doing it"!
Join us tomorrow at 7pm EST!
Register here: tinyurl.com/3fnxwbtc
Register here: tinyurl.com/3fnxwbtc
First up? @pamseda1.bsky.social on practical ways to design math experiences that build on students’ everyday lives & classrooms where every child feels seen, valued, & capable of deep mathematical thinking. 7-8p EST on 11/19/25. Learn more and register here: tinyurl.com/3fnxwbtc
November 18, 2025 at 2:25 PM
Join us tomorrow at 7pm EST!
Register here: tinyurl.com/3fnxwbtc
Register here: tinyurl.com/3fnxwbtc