ABSTRACT
Using investigative approaches in mathematics classrooms is the most interesting and powerful way of enabling mathematical learning. This is because when pupils explore, try things out, play with ideas and seek solutions to puzzles and problems, they become more interested in mathematics and more mathematically capable. There are many reasons for using investigative approaches as the main vehicle for both teaching and learning mathematics. These reasons include enabling: pupils to construct and develop knowledge beyond the ceiling of any syllabus and teachers to do less talking to a whole class and have more interactions with individuals or small groups of pupils. The word ‘investigations’ has become synonymous with other phrases such as problem-solving, rich tasks, discovery learning and using and applying mathematics. The history of how mathematical thinking has been promoted and taught in schools is long and involved, reflecting political trends, shifts in educational thinking and different understandings about why we teach mathematics.
