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Investigations 3

@inv3math.bsky.social
385 followers 614 following 265 posts

The Investigations Center for Curriculum and Professional Development supports users of Investigations, the K-5 math curriculum developed at TERC. investigations.terc.edu

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Investigations 3 @inv3math.bsky.social · 17/09/2026
"Moving thru a cycle of reflection allowed Caroline to shift from assumptions about group work to evidence-based action, while also affirming the strengths her students brought to the table: a desire to include one another, a willingness to ask for help & genuine enthusiasm for sharing ideas."
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Investigations 3 @inv3math.bsky.social · 14/09/2026
"The fact that many students already knew what the data showed surprised some of the students. This opened up a space for conversations about how to create a math learning community where all students were comfortable sharing, wanted to share, and trusted that their ideas would be valued."
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Investigations 3 @inv3math.bsky.social · 28/08/2026
A new curriculum can provide "something concrete to study & learn about together... We can try things out, reflect & learn from what happens. We can return w/ new questions... This shifts the work from implementation as compliance to implementation as collective learning." @jodyguarino.bsky.social
theevolvingeducator.blog
Everyone Is Learning Together: The Affordances of New Curriculum Materials
There is something both exciting and unsettling about opening a new set of instructional materials. The materials are new to everyone: students, teachers, instructional coaches, principals, and dis…
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Investigations 3 @inv3math.bsky.social · 19/08/2026
* use what students already know * allow more mistakes * support students’ struggle * let students teach, too * answer questions with more questions
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Investigations 3 @inv3math.bsky.social · 19/08/2026
"The most productive moments happened when coaches created space for teachers to move fluidly between thinking about the mathematics, how their students respond to the mathematics, and their own pedagogical choices—rather than treating these as separate considerations." @jodyguarino.bsky.social
theevolvingeducator.blog
How do Coaches create High-Quality Interactions with and among Teachers? (Part 2)
When teachers collaborate in meaningful, generative ways — digging into and questioning their own teaching practices to better support students — the benefits go both ways. Students learn more effe…
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Investigations 3 @inv3math.bsky.social · 19/08/2026
"What specifically made some [coach-teacher] convos more powerful than others for improving teaching"? "3 key features set the most effective convos apart 1. They went deep. 2. They got specific. 3. They regularly connected the vertices [of the instructional triangle]." - @jodyguarino.bsky.social
theevolvingeducator.blog
What Makes High-Quality Interactions for Teachers? (Part 1)
In classrooms, we talk about what high-quality interactions between teachers and students look like, knowing the quality of those interactions impact what students learn. We can ask the same thing …
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Investigations 3 @inv3math.bsky.social · 17/08/2026
"We need supports that help us see our students more clearly so we can use our judgment more effectively. ... Young children are capable of far deeper mathematical reasoning than we sometimes give them credit for. They will show us if we give them the right conditions to share it."
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Investigations 3 @inv3math.bsky.social · 05/06/2026
Learn about: * the K-5 trajectory of math ideas & how students come to understand them (e.g. thru representations & contexts) * how Inv3 tackles the CCSS & the Math Practices * how Inv3 looks & sounds, thru video & student work * equity, access, ID & agency in elementary mathematics
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Investigations 3 @inv3math.bsky.social · 05/06/2026
Dig into ways to support the range of learners in any elementary math classroom (not Investigations-specific). Topics include: * creating a learning environment * differentiating instruction * supporting math language * formative assessment * grouping students * facilitating discussions & more
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Investigations 3 @inv3math.bsky.social · 05/06/2026
"When teachers understand math differently, students learn math differently. And when professional learning empowers teachers and gives them confidence and clarity, the momentum that follows is contagious."
thelearningcounsel.com
When Teachers Understand Math Differently, Students Learn Math Differently
When I look back on the past two decades I’ve spent at Leander ISD, I think about how much elementary instruction has changed. I’ve been a third-grade teacher, a reading specialist, instructional coac...
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Investigations 3 @inv3math.bsky.social · 04/06/2026
"Graphs are 1 of the pieces of math students will interact w/ most outside the math classroom. We should strive to give students a rich & broad conception of all the different ways to represent data in the world." - @dylanpkane.bsky.social on how @jennalaib.bsky.social's Slow Reveal Graphs do this.
fivetwelvethirteen.substack.com
Slow Reveal Graphs Are Awesome
A lovely little way to learn about the world
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Investigations 3 @inv3math.bsky.social · 04/06/2026
"Parents and children were building understanding together, not by memorizing steps, but by negotiating meaning, noticing patterns, and explaining their thinking in ways that felt natural and alive."
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Investigations 3 @inv3math.bsky.social · 01/06/2026
Listen to past participants. Sign up today!
"It was helpful to see the progressions of student learning from K-5 to see how the curriculum builds upon lessons in previous grades. Using the games and tools also gave me a sense of how students will interact with the curriculum and seeing the videos of the curriculum in action gave me a sense of what to expect in the classroom. I could see the way the curriculum promotes accuracy, efficiency, and flexibility for student mathematicians."
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Investigations 3 @inv3math.bsky.social · 01/06/2026
Interesting thoughts on patterns by @triangleman.bsky.social. We've always been sad that the pattern work in K -- focused on the unit & what comes here (some number of steps ahead)? rather than what comes next? -- had to come out in the 3rd ed given CCSS. talkingmathwithkids.com/blog/pattern...
talkingmathwithkids.com
Pattern Bracelets | Talking Math With Your Kids
I have been thinking about patterns for a long time, occasionally making progress in understanding how children learn to identify and think about patterns. Overall, it is slow going. There isn’t nearl...
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Investigations 3 @inv3math.bsky.social · 01/06/2026
One week left to sign up for Implementing Investigations in the K-5 Classroom! investigations.terc.edu/professional...
Implementing Investigations 3 in the K-5 Classroom
7-Week Asynchronous Online Course
June 17 - August 4, 2026
• develop a solid understanding of the curriculum
• explore key mathematical concepts K-5
• consider how to effectively support student learning
Graduate Credit Available
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Investigations 3 @inv3math.bsky.social · 29/05/2026
"I wrote this to liberate ourselves from titles like “math people.” This title does the work of those who wish us to be unintelligent for them." 🔥
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Investigations 3 @inv3math.bsky.social · 29/05/2026
Math instruction requires "deep & flexible understanding of content." That's why PD should be inspired by "a simple but powerful idea: we need to experience the kind of learning we hope to create for students. That’s why doing math together is at the center of our work." - @jodyguarino.bsky.social
theevolvingeducator.blog
What Happens When Teachers Do the Math? Better Questions, Better Learning
“What a teacher knows and what he or she does and believes have a major influence on how students learn. Most importantly, we know that these are dynamic behaviors and dispositions that (can) evolv…
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Investigations 3 @inv3math.bsky.social · 27/05/2026
Shifting the focus to problem-solving is not "abandoning accuracy. [It] is about raising the level of thinking we ask of students... We are asking [them] to reason, justify, listen & reflect. We are teaching that math is something we actively do & that their ideas matter." -@zakchamp.bsky.social
savvas.com
Centering the Problem-Solving Process in the Math Classroom
Discover practical strategies for teaching problem-solving in math that prioritize student thinking, mathematical reasoning, and classroom discourse.
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Investigations 3 @inv3math.bsky.social · 29/04/2026
When kids start seeing structures—"relationships & properties that hold regardless of the numbers...& making sense of how they operate, math stops being a collection of disconnected procedures & starts being a coherent system that actually makes sense - & is useful!" - @mikewiernicki.bsky.social
mikewiernicki.com
Mathematical Structure and The Karate Kid!??!
I’m talking about the original, 1984 Karate Kid, not the remakes. Go back and watch it, if you’re not familiar.  In the Karate Kid, Mr. Miyagi teaches Karate to a young Danny LaRusso but it’s …
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Investigations 3 @inv3math.bsky.social · 29/04/2026
Join us tonight at 7p eastern! (Registration required.)
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Investigations 3 @inv3math.bsky.social · 28/04/2026
Tomorrow night!
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Investigations 3 @inv3math.bsky.social · 22/04/2026
Constructing & drawing 3-D structures "raised up students who didn’t think of themselves as 'good at math' & gave others the opportunity to see & admire their strengths. Students also learned more about each others’ interests & experiences, & that knowledge led the class to go deeper with the math."
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Investigations 3 @inv3math.bsky.social · 22/04/2026
When do "indicators of a positive classroom experience... correspond with learning" and when do we "use them as a proxy for student learning"? How can formative assessments help us tell the difference? - @jennalaib.bsky.social
jennalaib.com
But It Looked So Good: Checking on Student Thinking
When I asked students to think-pair-share, they dutifully respected the independent think time before launching into a buzzy conversation with a partner. When I asked them to indicate their thinkin…
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Investigations 3 @inv3math.bsky.social · 22/04/2026
A week from today!
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Investigations 3 @inv3math.bsky.social · 17/04/2026
"An emphasis on learning goals focuses on surface features rather than the substance of learning. Thinking drives learning... At best all of this stuff about learning goals feels like a distraction from thinking. At worst, it can actively interfere with student thinking." /1
fivetwelvethirteen.substack.com
I'm Not a Fan of Learning Goals
One of my many unpopular opinions
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Investigations 3 @inv3math.bsky.social · 10/04/2026
Looking for summer PD? Our 7-wk asynchronous online course, Implementing Investigations 3, focuses on the content and pedagogy of Investigations 3, and how math ideas grow over the course of K-5. tinyurl.com/ye479nn9
“I would highly recommend this course to my colleagues who want to learn more about Investigations. The course truly gave me time to absorb the curriculum and have a better grasp of the concepts.”
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Reposted by Investigations 3
Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 09/04/2026
Come hear RunningHorse Livingston draw on Indigenous perspectives & long standing teaching & learning practices as he describes how math class can become a community where all students see themselves as capable & confident mathematicians. 7-8p EDT on 4/29/26. Register: www.terc.edu/mathequityfo...
2025 - 2026 SPEAKER SERIES
Math Identities Matter: Cultivating Belonging & Community in Elementary Classrooms
April 29th, 2026 7:00 - 8:00 PM, EDT
RunningHorse Livingston
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Investigations 3 @inv3math.bsky.social · 08/04/2026
Highly recommend this course about supporting the range of learners in the elementary classroom, whatever math curriculum you are using. #iteachmath #mtbos
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Investigations 3 @inv3math.bsky.social · 07/04/2026
This is about uni courses but also K-5? Playing "is 1 of the main ways to get a deep understanding of concepts & to get fluency w/ procedures. You ask 'What would happen if…?' & 'I wonder…' & you try things out... & you feel [things] like curiosity & joy & satisfaction." @davidkbutler.bsky.social
davidkbutler.xyz
Too many presents
Once upon a time when my daughter was very young, she was given a lot of presents – it was a birthday or Christmas but I can’t remember which. What I do remember is that she played with just …
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Investigations 3 @inv3math.bsky.social · 07/04/2026
"In many classrooms...the real challenge isn’t students’ initial motivation. It’s helping them stay w/ a task when learning becomes difficult... Persistence...can be shaped by the environments that students experience every day & by the ways we structure learning." /1 - @cathleenbeachbd.bsky.social
edutopia.org
Why Students Give Up on a Task—and What Teachers Can Do About It
Students often start working on a task, but disengage if it gets difficult. You can use these three tips to encourage them to persist.
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Investigations 3 @inv3math.bsky.social · 07/04/2026
Reflecting on your online PD? "For many...math is already a place of uncertainty, hesitation or past negative experiences... So the ? became: What would it look like to design an online math course that begins w/ belonging, voice & thinking, not just content coverage?" - @mathedeva.bsky.social
evathanheiser.wordpress.com
Blog Posts
April 2, 2026 Designing an Online Math Course That Starts With Belonging I’ve been working on a new course template for the first mathematics content course for prospective elementary teachers, foc…
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Investigations 3 @inv3math.bsky.social · 02/04/2026
Come learn with us this summer! As one teacher said: “I appreciated the collaborative nature of the workshop–working with other teachers, hearing different perspectives, and analyzing student work together." Learn more: investigations.terc.edu/professional...
The image lays out three summer PD options:
A 2-day, synchronous workshop, Going Deeper with Investigations
And two 7-week, asynchronous courses, Implementing Investigations 3 and Supporting Math Learning
Details here: https://investigations.terc.edu/professional-development/
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Investigations 3 @inv3math.bsky.social · 02/04/2026
"In general what we want to do is treat language as a resource, not a deficit. We want to emphasize academic achievement - not only learning English but also learning mathematics - and we want to honor student resources." #MLLsInMath
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Investigations 3 @inv3math.bsky.social · 02/04/2026
"Math anxiety & negative perceptions of math can impact students’ ability to use their 'thinking brain.'” Asking about & "being attentive to [their] emotional states & needs can help teachers negotiate & transform aspects of the learning environment that may be prohibiting" full participation.
NEW BLOG 
Emotions in Math Class: How Student Reflection Can Build Awareness and Resilience
How can student reflection help students and teachers recognize and navigate emotions that interfere with learning in math? See how one teacher used reflection to better understand students' views on mistakes and how those views affected their learning.
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Investigations 3 @inv3math.bsky.social · 31/03/2026
"Being attentive to students’ emotional states and needs can help teachers negotiate and transform aspects of the learning environment that may be prohibiting students from fully participating."
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Reposted by Investigations 3
Ryan J. Reilly “paints a vivid and urgent portrait of… disarray” @ryanjreilly.com · 31/03/2026
"ICE agents will be stationed outside graduation events for the nation’s newest Marines to identify whether any of their family members are undocumented, according to the Marine Corps."
nbcnews.com
ICE agents will be stationed outside Marine Corps graduation events in South Carolina
As the U.S. continues to fight the war in Iran, the Marine Corps has boosted protection measures on bases, requiring everyone to present REAL IDs, passports or birth certificates to access any sites.
153885764907
Reposted by Investigations 3
Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 30/03/2026
TOMORROW! We are so excited to learn from Judit, and to "visit" a 3rd grade classroom as we think about supporting multilingual learners in elementary math classrooms. 3/31/26, 7-8 EDT. Register here: www.terc.edu/mathequityfo...
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Investigations 3 @inv3math.bsky.social · 30/03/2026
Make 10-15 sets of 4 cards -- showing the multiplication equation (or fraction) and 3 different representations. Then play Concentration! #GamesAsMeaningfulPractice
4 cards/one set for 2x6=12. One shows the equation. One shows 2 circular groups of 6 circles. Another shows a bar model for 12, with one part labeled 6. Another shows a 2 by 6 array.
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Investigations 3 @inv3math.bsky.social · 24/03/2026
Come learn from Judit, one week from tonight! Analyze video from a 3rd grade class as we think together about supporting multilingual math learners. 3/31/26, 7-8 EDT. Register here: www.terc.edu/mathequityfo...
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Investigations 3 @inv3math.bsky.social · 17/03/2026
"As a general impulse, [individualizing instruction] can pull us away from our real work: creating dynamic learning environments where we are all learning together. We sacrifice community. So how do we balance the individualization of our approaches with the whole class experience?"
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Investigations 3 @inv3math.bsky.social · 16/03/2026
"It is such a welcome relief to me to be able to position myself as a guide and partner in exploring challenges, patterns, and math language that center in curiosity."
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Investigations 3 @inv3math.bsky.social · 16/03/2026
Assemble a building according to dice rolls. The game ends when a player’s building exceeds 40 cubes. High score wins, with 1 point for each of the following: • Forty or more cubes • Tallest building • Greatest volume • Greatest perimeter around the base • Most area on any one side
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Investigations 3 @inv3math.bsky.social · 16/03/2026
When did "math become the subject we monitor rather than the subject we lead"? @pamseda1.bsky.social
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Investigations 3 @inv3math.bsky.social · 16/03/2026
Can't wait for this one!
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Investigations 3 @inv3math.bsky.social · 16/03/2026
We love seeing Investigations students' representations of data in this new framework re Early Childhood Data Science! www.terc.edu/early-childh...
An image of the Early Childhood Data Science website home page. It shows representations from young students that show:
1) "us and all the people visiting today" as faces or circles, arranged in what appears to be a sketch of classroom 
2) a bunch of smiley face stickers that says "This is the people in my class"
3) a representation showing that 4 people in this class are 6 and 15 people are 7 with a hand-sketched table. There are two columns, one for 6 and one for 7 year olds. Each row is numbered from bottom to top and responses are shown with a hash mark in the appropriate row. There is also an equation 4+15=19 with arrows showing that the 4 represents 6 year olds, the 15 represents 7 year olds, and the 19 represents all of the students "all together".
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Investigations 3 @inv3math.bsky.social · 11/03/2026
"Ongoing examination and reflection on the diversity of student participation in mathematics discussions is essential in teaching all students to view themselves as crucial contributors." This article describes a free downloadable tool for doing this! #TeacherReflection
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Investigations 3 @inv3math.bsky.social · 11/03/2026
Freely available sequences of related activities, designed to enhance grade-level content and provide opportunities for students to see themselves & others in the mathematics they are learning and to uncover their unique mathematical strengths, experiences & interests. #Excursions
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Investigations 3 @inv3math.bsky.social · 24/02/2026
"Responding to student ideas in the moment is tricky business. It requires patience, confidence & practice. But I think my biggest lesson was in keeping it real. The number was ugly. Ms. Jackson was not deterred. The conversation that resulted was fascinating & fantastic."
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Investigations 3 @inv3math.bsky.social · 24/02/2026
"If math classrooms only reward tidy thinking, fast recall, and compliance, we shouldn’t be surprised when students struggle with ambiguity later on."
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Investigations 3 @inv3math.bsky.social · 24/02/2026
Yes, this is the conversation we need to have! "The Interventions We Need are rooted in content... We need more content-specific interventions. What specific skills & concepts are students struggling with? And what teaching strategies will help with that specific content?" - @dylanpkane.bsky.social
fivetwelvethirteen.substack.com
The Interventions We Need
Trigger warning: education consultants read with caution
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