There have been 3 editions of Investigations in Number, Data, and Space, each field tested in a range of real classrooms. Between periods of development, our work focused on supporting and learning from educators who were using Investigations to improve the teaching and learning of elementary mathematics. The curriculum represents the culmination of over 25 years of research and development in elementary mathematics education.
The development of Investigations in Number, Data, and Space was informed by an extensive body of research on the teaching and learning of mathematics. In addition, extensive field-testing involved documentation of thousands of hours in classrooms, observations of students, input from teachers, and analysis of student work. Learn More »
The 3rd Edition
Investigations 3 was developed over the course of 2011-2016, through funding from TERC and Pearson. The 3rd edition incorporated the material in the CCSS supplement (2012), lessons learned from field-testing those materials, and newly written material. It was published in 2016.
The 2nd Edition
The development of the second edition was funded by the National Science Foundation (NSF), TERC, and Pearson Scott Foresman. Dr. Susan Jo Russell was the Principal Investigator. The 2nd edition was field-tested in a variety of schools over the course of 2001-2004. It was published in 2007.
The 1st Edition
Investigations in Number, Data, and Space was developed from 1990-1998, through a grant from the National Science Foundation (NSF). Dr. Susan Jo Russell was the Principal Investigator. The curriculum was field-tested in a variety of schools over the course of those 8 years, and was published in 1998, by Dale Seymour Publications.
This website no longer supports the first edition.
The 1st edition team »
In 1986, the National Science Foundation (NSF) funded TERC to develop Used Numbers—K-6 units that focus on data analysis. In 1987, funding from the California Department of Education supported the development of a unit for grades 4-6, Seeing Fractions. These replacement units paved the way for funding to develop comprehensive mathematics curricula that met the vision laid out in NCTM’s Curriculum and Evaluation Standards (1989).