Patricia talks about Investigations as a link to thinking, a link between the content of different grades and a link between math and language arts. These links are exciting and complex. How wonderful to hear that they are all working in Patricia's school.
On the other hand because these links exist they often set up difficulties for students. I have often heard that the students in a class who have difficulty with language are also having difficulty with Investigations. I wonder how we as teachers can accentuate the positives of this math/language link and provide supports for the negatives. Any ideas out there?
Because of the link and flow of the content through the grades, there are some times when units get skipped at some grades and then content gets concentrated at another grade. Have others out there had the similar experiences? Are there successful ways of smoothing this out?
It is exciting to hear that Investigations has allowed math to become a bridging part of the whole curriculum rather than a separate subject. Let's keep sharing ideas to help make that bridge be a successful one.
