MTHED 211-PROBLEM SOLVING,

MATHEMATICAL INVESTIGATION AND

MODELING 2

T I: Nature and Purpose of Mathematical Investigation

1. Mathematical Investigation
2. Mathematical Conjecture
3. Mathematical Habits of Mind
4. Mathematical Problem Posing

REPORT BY: GROUP 1

DELAGUIRON, REGIE
CARI-AN, MARIONE
DANIEL, MARJORIE
NANOY, MERY GRACE
 Introduction

Current mathematics curricula ask students, from time to time, to “investigate.” But how does one do
that? Another question: why all the fuss about investigation? Investigation is not the only way to learn
mathematics, nor even the best way in every situation. The ability to investigate a situation is, in itself, an
important skill for students to acquire. In mathematics—as in science, or diagnosing the ills of an
automobile, a computer, or a person— proper investigation is often the first step in successful problem
solving. Furthermore, investigation helps to bring to the fore an essential feature of the subject itself.

Mathematics is a specialization of many of the most powerful thinking techniques people normally use. Part
of its great power derives from the facts, formulas, and techniques it provides to the sciences. What makes
it of value even to those who will someday forget the facts and formulas is that it highlights, extends, and
refines the kinds of thinking that people do in all fields. These include investigation, pattern-seeking, and
proof.

What is Mathematical Investigation?,you will take a mathematical investigation from start to finish—from
exploratory stages through reporting logically connected results—and you will find strategies that you can
use with your students to develop their investigative skills. You might also encounter some new
mathematical facts and relationships, but the real purpose is for you to investigate investigation.
Mathematical investigations involve a search for pattern and structure. At the start of an
exploration, we may collect related examples of functions, numbers, shapes, or other
mathematical objects. As our examples grow, we try to fit these individual pieces of
information into a larger, coherent whole. We note common properties of our examples and
wonder if they apply to all possible examples. If further testing and consideration lead us to
strengthen our belief that our examples reflect a more general truth, then we state a
conjecture. The Latin roots of “conjecture” translate to “throw together”—we are throwing
together many observations into one idea. Conjectures are unproven claims. Once someone
proves a conjecture, it is called a theorem.
The Mathematical Habits of Mind address the attributes and characteristics that students
develop to foster mathematical understanding and expertise, as well as concepts, skills,
and knowledge—what students need to understand, know, and be able to do.