INVESTIGATION - MATHS

Maths Talent Quest

June Penney
MAV Student Activities Committee
 INDEX
What is a Maths Investigation?
Why do a Maths Investigation?
The Australian Curriculum
Thinking Skills
Reflection of Investigation Learning
Developing Your Maths Investigation
References & Acknowledgements
 What is a Maths Investigation?

An investigation may be defined as

a situation originating in mathematics or the real
world which lends itself to inquiry.

Inquiry ---making observations, asking questions and pursuing

investigations has always been a fundamental approach to
understanding the world.

A mathematics investigation allows students to examine

situations using various techniques and in the process of their
exploration develop skills that can be applied to other problems.

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 Why do a Mathematics
Investigation?
It caters for student diversity and investigative work is viewed as a key
way to engage and motivate learners.
Students need to formulate their own questions from a given situation.
By formulating their own questions, students give teachers a clear
indication of their level of knowledge and/or understanding of the
topic.
It requires students to use mathematical processes to understand the
problem or situation.
First hand data generated by the student is much better for learning
than second hand data!
Students develop a systematic record of their work not only an end
product.

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 The Australian Curriculum & AusVELS
Content and Proficiency
Mathematics is organised around the interaction of three content strands and four proficiency
strands.
The proficiencies reinforce the significance of working mathematically within the content and
describe how the content is explored or developed.
The curriculum anticipates that schools will ensure all students benefit from access to the power
of mathematical reasoning and learn to apply their mathematical understanding creatively and
efficiently..

It encourages teachers to help students become self-motivated, confident learners through
General Capabilities
inquiry and active participation in challenging and engaging experiences.
Aims for students to recognise connections between the areas of mathematics and other
disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

Students need to recognise that mathematics is constantly used outside the mathematics
classroom and that numerate people apply mathematical skills in a wide range of familiar and
unfamiliar situations.
Using mathematical skills across the curriculum both enriches the study of other learning areas
and contributes to the development of a broader and deeper understanding of numeracy.
The AusVELS Domains
Mathematics, Thinking Processes, Communication, Design, Creativity and Technology, Information
and Communications Technology, Interpersonal Development, English, Languages, Personal
Learning, Science, The Arts, The Humanities, The Humanities Economics, The Humanities
Geography, The Humanities History, Civics and Citizenship, Health and Physical Education.
MTQ -Maths Investigations- using and developing mathematical skills and connections across the
curriculum.
www.australiancurriculum
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.edu.au
www.ausvels.vcaa.vic.edu.au
 Thinking Processes
The type of skills normally associated with investigations are generally
higher order skills or processes.
These processes fall under the broad heading of Working Mathematically-
The Australian Curriculum proficiencies reinforce the significance of working
mathematically within the content and describe how the content is explored or

developed.
Thinking Processes- AusVELS Domain students will be developing creative
and critical thinking abilities, and applying them to the expansion of their
knowledge and skills.
We are preparing students for an uncertain future, there will be problems to
solve that probably dont yet exist.

The aim of developing thinking skills through the investigation process is

- to provide students with the ability to apply and transfer knowledge to new and

different circumstances as they arise throughout life

- to understand and act effectively in the ever changing world in which they live.
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Back to Index

Grade 4 Reflection of Investigation

Learning
 Developing Your Maths
Investigation
First Decide
Getting Started
Final Presentation Format Examples
Investigation Steps
Being A Mathematician
Procedure Ideas
Investigation Model
Strategies/ Toolbox of strategies
Reflections
Self-Assessment
Log/Journal
What to include?
Assessment
A Learning Journey

Back to Start
 FIRST DECIDE
Who is doing the investigation?
Class- Organisation and Roles (Maximum 30 students)
Group- Organisation and Roles (2-6 students) An example
next slide.
Individual-Organisation
Will the investigation be-
A home investigation.
A school investigation.
A home/school partnership investigation.
Which investigations will be entered in the MTQ?
Every school investigation is entered.
Own School judging of investigations to select those to
be
entered. Back to Investigation
 Getting Started.
Be Creative and Individual.
Choose something that interests you.
Use: Topic
Mind mapping
Brainstorming Idea Idea
Lateral thinking
Idea
Begin:
Brainstorm Ideas and Inspiration for Investigation.
Begin a Log or Journal Clearly Explaining the Investigation, Thinking and
Learning Processes and Understandings.
Generate Ideas for Topic and Related Mathematical Content.
Select Topic and Outline Investigation Content.
Ensure Acquisition and Management of Resources.
Develop a Timeline.
Consider Presentation Format.
( Posters, Booklets, Display Folders, ICT/CD and Support Materials such as
Models are all acceptable. Models must relate to the mathematics not just be
an artistic display add on.)
Back to Investigation
 Investigation
Poster, Book and
Model Examples
(6 Slides)

Poster
Model and Books
Small
Display
Folder
 Visual Arts
Book

Big Book
Large Display
Folder

Presentation
Package
 Maths of
Hobbies or
Interests

Maths of Arts & Maths of Cultures

Crafts
 Investigation Steps
Investigation Aim:
A question is a problem if the procedure or method of solution is not immediately known to you
but requires you to apply creativity and previous knowledge in new and unfamiliar situations .

If the procedure or solution is obvious then it is not a problem but an exercise.

Conclude.
Draw Together.
Summarise Findings.
Repeat Process.
Extend the Situation by Formulating Further
Questions.
Reflections.
Explain or Justify Results.
Test Conjectures. (Use strategies)
Make Conjectures. (Formation of opinion on incomplete grounds.)
Explore Systematically. (Use strategies)
Get to Know the Situation and Formulate Questions.
Define your AIM.
Choose your TOPIC.
Begin Log or Journal.

Back to Investigation List

Interestin Title: Remem
g& ber to
Worthwhil
A Aim: use the
e
Concise, judging
Problem rubric.
to
Outline
Plan:
Solve
and
Guide
Mathemati Investigation

skills/resources used:
cs
Processes/
Strategies
Working Doing the investigation: Document the mathematics of your

document investigation.
.
your log/journal.
Raw data, *The development of your investigation must be clearly demonstrated in

methods ,
findings & *A final publication/presentation of your investigation is to be completed &
submitted along with your log/journal.
personal
thinking.
Clearly
Conclusion:
answer
s aim.
Back to Investigation List
http://www.blackdouglas.com.au/taskcentre
 Some Procedure Ideas
*George Polya (Hungarian Mathematician) How To Solve It, 1945.

* See, Plan, Do, Check

An issue to explore
A question to ask
A problem to solve
A task to complete
Garafalo & Lester (1985)

5Es of Investigation

Orientation
Engage

Explore
Explain
Organisation

Elaborate
Issue Question

Evaluate
Execution

Toolbox/Graphic Organiser
Verification

Evaluate Problem
NSW BOS (2002)
Questioning
Task Applying Strategies
Reasoning & Communication
Reflecting

Toolbox Reference - Work It Out, Tom Hill, Oxford University Press.

Back to Investigation
List
 Investigation Procedure
(One Model*)

See - Understanding the Problem

Plan - Deciding on a Strategy or
Plan

Do - Solving the Problem

Check - Checking Your Results

(8 slides)
 See
Understanding the Problem
Identify the problem you want to answer.

Read the problem carefully.

Pick out the various parts of the problem.

Questions
What is the problem asking me?

Are there any words I dont understand?

What do I already know?

What am I trying to do?

 Plan
Deciding on a Method/Plan to Get a
Solution
Gather together all available information
Make some predictions or guesses.
Think about the different strategies you may use.
(Refer Strategies/Toolbox of Strategies in Index)
Decide which strategy or strategies will suit your
problem.
Write down your plan.

Questions
How am I going to solve the problem?.
Have I seen the problem or a similar one before?
How can the known help me with the unknown?
Can I restate the problem?
 Strategies for Solving Unfamiliar
Problems
Trial and error.
Guessing, checking, improving.
Gathering data.
Drawings, diagrams, graphs.
Working backwards.
Looking for patterns.
Writing an equation.
Using a formula.
Simplifying the problem.
Do I know a similar problem?
Elimination of possibilities.
Using a list or a table.
Using materials.
Using models.
Acting it out.

Test conjecture by- examples and counter-examples.

Back to investigation List

www.blackdouglas.com.au/taskcentre
 Do
Carry out the Plan to Solve the Problem
Work through, one step at a time.
Do each step carefully.
Explain and show how you reach your answer.
Reflect on where you are at.
Re-think and modify your strategies as needed.
Create a new plan if necessary.

Questions
What do I do next?
Have I proved I am correct?
Do I continue with my plan?
Is my plan working?
Do I need to change my plan?
 SOME of the Mathematical Processes Used

t i o n ing Co l l e
ct
Ques Gener
alising l o rin D at a in g
Ex p
g

Hypothe
sisin
i ng g
An a l y s
edi ctin
Pr Refl
ecti
g g n

arin
Comp er preting
Justi Int
g fying
ifyi
Class
ng
Esti
er i mentin mat
Ex p in g
g g
Provin
Back to Investigation Back to Thinking Skills
List
 Check
Think Carefully and Examine Your
Answer
Write your answer in a complete
sentence.

Questions
How can I check my result?
Have I used all the important information?
Does the answer make sense?
Does it answer the whole problem or question?

Reflections
How could the problem relate to other problems?
Is there another strategy I could use to get the answer? Back to Investigation List
How can I use this method to solve further problems?
Investigation Reflections
Some Ideas:
I have learnt.
I have found.
I have discovered
I now need to
Today I/Tomorrow I
Something new.
Something challenging
Further thoughts.
Can I check this another way?
What happens if?
How many solutions?
What else can I learn from this?

Back to Investigation List

Self
Assessment

Return to Investigation
List
 Log/Journal/Rough Workings
(COMPULSORY)
Name
Title
Key question/s of investigation
Investigation Plan- Point Form
- Mind Map
Investigation Development- Ongoing demonstration and
explanation of the Mathematics used.
Carefully read judging criteria www.mav.vic.edu.au/studact/mtq.htm

A sample investigation proforma is also available from the Mathematical

Association of New South Wales website
www.mansw.nsw.edu.au/studentservices/investigating-mathematics.ht
m

(18 slides)

Back to Investigation List

 Log/Journal
Examples
From Previous
MTQ Investigations
 Example
Organise yourOne
group/class in a way that suits
you.

(One Class Organisation 2007)

Writers Group
Research Group
Calculator Group
Artists Group
Photographers Group
 Example Three

Sections

What is the project about?

What is the main question?
What are the other questions?
What maths is involved?
What method/s are used to investigate
the problem/s?
What materials and equipment will be
needed?
 Example Four
Sections
Date?
What are we doing for our project
today?
What maths did we use?
What did we discover or learn today?
What do we need to do next?
 Example
Five

2007 Home/School Partnership Timeline Example- 1 0f 3

2007 Home/School Partnership Timeline Example- 2 0f 3
 Which investig
ations will be
MTQ? entered in the

The above school had their own school judging of

investigations to
select those to be entered.
Some schools have a school expo to display the quality of
their investigations and every school investigation is entered.

While other schools submit all investigations and have a

display to celebrate their maths later in the year.

2007 Home/School Partnership Timeline Example- 3 0f 3 Pages

Example
Seven
 What to Include?

All completed investigations must have:

An investigation title.
A list of all the components of the investigation.
Each component clearly labelled.
Documented evidence of students investigation thoughts, processes
and development to be included as separate log, journal or rough
workings.
It also needs to include reference to the progress of the mathematical
investigation being undertaken, the problems undertaken and the
mathematical conclusions reached.
A bibliography listing all references used.
Acknowledgement of any assistance given.
Back to Investigation
List
 Assessment

Primarily based on communication, evidence of mathematical content

and the understanding of the investigation appropriate to the students
year level.

Assessment Format - Evaluation Rubric

Communication 16 points

Mathematical Content and Understanding 16 points

Ideas and Resources 8 points

Presentation 4 points

TOTAL 44 points

Download judging criteria from MAV Website- Back to Investigation list

http://www.mav.vic.edu.au/studact/mtq.htm Back to Index

 A Learning Journey

Mathematics is not a careful march down

a well-cleared highway, but a journey
into a strange wilderness, where the
explorers often get lost and discover
more than they thought possible.
W.S.Anglin
 REMEMBER

Curiosity and interest are the

centre of inquiry!
Choose your investigation wisely!
 Hope you are
excited about your
Investigations!

Back to Investigation List

 References
www.mav.vic.edu.au/studact/mtq.htm
www.australiancurriculum.edu.au
ausvels.vcaa.vic.edu.au
www.mansw.nsw.edu.au/studentservices/investigating-
mathematics.htm
MTQ Is For You. June Penney & Agatha Anamourlis, MAV Publications
Donna Ludvigsen, Working Mathematically, MAV Conference, Dec 2006
Doug Williams, Black Douglas Professional Education Services, MAV Conference, Dec 2006
www.blackdouglas.com.au/taskcentre
Work It Out. Tom Hill, Oxford University Press
How To Solve It. George Polya, (Princeton 1945)
Identifying problem solving in school mathematics: students and teachers
perspectives. Judy Anderson, Connected Maths, MAV Annual Conference 2008.

Acknowledgements
Thank-You To 2007, 2008 & 2009 MTQ Participants For-
A variety of 2007, 2008 & 2009 MTQ Investigation Examples.
Investigation Timeline & Self-Assessment, Mark Smith & Steve Wilson, Carey Baptist
Donvale & Kew
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