Space Investigation

CURRICULUM REVIEW
Investigations in Number, Data, and Space

April 25, 2014
Investigations in Number, Data, and Space
Curriculum Background
Many school districts across the country utilize the Investigations in Number, Data, and
Space (a.k.a. Investigations) curriculum. Mansfield Independent School District, where my daughter attends school has been using this curriculum for the past several years. Investigations is a comprehensive K-5 math program developed by TERC and partially funded by the national Science foundation. It’s designed to be used as the main source of classroom instruction (http://investigations.terc.edu/index.cfm). The primary goal of the curriculum is to help students think mathematically by offering meaningful
For example, in the unit summary section, a description of the math content in each strand is included, as well as the expected student outcomes. A scope and sequence is provided with suggested time allotments for learning each objective. Additionally, a pacing guide outlines the units, number of sessions in each unit, and the time expectations for daily math instruction (http://investigations.terc.edu/curric-gl/g5/math-content/index.cfm).
Congruity of the Curriculum to the Testing/Evaluation Process = 2
Although traditional tests (i.e. comprehensive exams) are not given,
However, the developers assert that each unit successively builds on prior units within and across each grade level (http://investigations.terc.edu/library/curric-gl/scope_sequence_gk-5_2ed.pdf). In actuality, as students move through the units, the curriculum introduces new ideas or extends existing ones. This of course, is why they recommend that grade level units are to be taught in specific order, and to ensure that student knowledge is increased (http://investigations.terc.edu/library/curric-gl/scope_sequence_gk-5_2ed.pdf ). While also reviewing the scope and sequence of each unit, mathematical content emphasized in the lesson was highlighted. Goals, objectives, and expected outcomes for the current, previous and subsequent grades were also stated; but reference to prior knowledge or skill was lacking. In spite of this observation, there is explicit evidence of content spiraling occurring within the curriculum and across grade levels. This could subtly imply that some concrete knowledge is in fact needed before continuing to later units. Therefore, I think it would be a more appropriate decision for the developers to explicitly state the math content that is spiraled in each unit as prerequisites for the remainder units.
Delineation of the Major Instructional Tools = 3
The core curriculum package for grade five of Investigations comes complete with a detail description of the textbooks and instructional