Launching Investigations: Moving from Games to Context Base Problem Solving

The Power of Investigations:

As the year unfolds, the launch of rich tasks takes center stage in the math workshop structure. While these problems are often referred to as rich tasks, investigations or 3-part lessons, I prefer to use the term investigations during math workshop. This choice is rooted in my belief in the power of words and their impact on learning. By framing our math activities as investigations, we aim to accurately represent the nature of a mathematicians' work – investigating problems to find solutions. This linguistic shift can strengthen children's identities as mathematicians.

Launching Investigations:

My best advice for launching investigations? Simply go for it! It's not about getting everything "right" from the start; instead, it's an opportunity to gauge where the children are in their mathematical thinking and their ability to collaborate and communicate with other mathematicians. It's a chance to wonder, explore, and discover the strengths they bring to the table, as well as areas where they might need additional support. 

Exploring the Launch:

My preferred method for launching investigations involves sharing a relevant math story. I often turn to resources like Cathy Fosnot's "Contexts for Learning" (which provides a series of connected investigations and mini-lessons), use numberless word problems, rooted in Cognitively Guided Instruction (CGI), or counting collections. Using a story context captivates children’s interest and curiosity. After introducing the context, I’ll say, "Today, I want you and your partner to see if you can solve this problem. I'm going to give you and your partner one piece of blank paper to share and record your thinking." As groups work, I actively listen to identify both the strengths and stretches in young mathematicians, which informs future mini-lessons. Below are some common observations I have made when launching investigations and some possible next steps:

If... Then...

•  If the children are not sure how to get started, I develop a mini-lesson called "How do mathematicians get started on investigations?" This lesson encourages children to brainstorm strategies for initiating their investigations, such as taking a minute to think independently before discussing with a partner, considering what the problem reminds them of, and looking for and making sense of important numbers. Explicitly teaching these strategies helps children know where and how to start their next investigation.
•  If the children are not representing their thinking, and just recording the answer, I incorporate more gallery walks into the process. Even partway through the investigation, I will pause the class for an intentional gallery walk. I’ll say, "We're going to do a gallery walk, and I want you to pay special attention to mathematicians who have helped us understand their thinking on the page. You might find some inspiration from other mathematicians about how you will record your thinking." This accountability to the gallery walk's purpose fosters an awareness of how to represent their thinking effectively.
•  If the children are not talking with their partners or working together, we review (or create) our partner work anchor chart. We notice, name, and celebrate children who collaborate and share ideas. During the sharing time of the math workshop, I ask groups to share how they used collaboration to work through the investigation.

In your quest to launch investigations in the math workshop, remember that it's not about achieving perfection from the start, but rather embarking on an exciting journey of mathematical exploration. By framing our math activities as investigations, we empower our young learners to become confident mathematicians who thrive on solving problems. Launching investigations is an opportunity to discover where your students are in their mathematical thinking and to foster collaboration and communication among them. Embrace the journey, celebrate your students' unique strengths, and nurture their growth throughout the year. Together, we'll build a community of mathematicians who view every problem as a thrilling investigation waiting to be solved.