The origin of the word 

heuristic dates back to the time of Archimedes. The King of Syracuse

asked Archimedes to check whether his new wreath was really made of pure gold. Archimedes
struggled with this task and it was not until he was at the bathhouse that he came up with the solution.
As he entered the tub he noticed that he had displaced a certain amount of water. Brilliant as he was,
he transferred this insight to the issue with the wreath and knew he had solved the problem.
According to the legend, he jumped out of the tub and ran from the bathhouse naked screaming,
“Eureka, eureka!”. Eureka and heuristic have the same root in the ancient Greek language and so it
has been claimed that this is how the academic discipline of “heuristics” dealing with effective
approaches to problem solving (so-called heurisms) was given its name.

Note: Heuristic means enabling someone to discover or learn something for themselves.
Unit 5
Mathematical Investigation and Its Stages
5.1 Definition of Mathematical Investigation
5.2 Stages in Conducting Mathematical
Investigations
3. Writing Mathematical Investigation
Mathematical investigation refers to the sustained exploration of a
mathematical situation. 
Mathematical investigations, students are expected to pose their own problems
after initial exploration of the mathematical situation. 
The ultimate aim of mathematical investigation is to develop students’ 
mathematical habits of mind.

What is essential is that the students will experience the following mathematical
processes which are the emphasis of mathematical investigation:
•systematic exploration of the given situation
•formulating problems and conjectures
•attempting to provide mathematical justifications for the conjectures.
 Example:
Problem-solving task can be turned into investigation tasks by extending the problem.
M= =

y = mx +b……. Using (2,1) … 1 = ½ (2) +b

b=0
1. y = ½ x
2. y = x -1 1 = 2-1
y = 3x -5 1=3(2)-5

y =-2x+5 1= -2(2)+5
y = 4x -7
3. Different slopes and diff. y-intercepts.
In word problems or story problems a child is given a 'real-life' situation and
asked to solve it, for example:

I have 56 apples. I need to divide them equally into eight different boxes. How
many apples will be in each box?

Children need to work out that the number sentence they need to work out for
this is: 56 ÷ 8 = 7
 Here is an example of investigation:

1. Melissa baked cupcakes every day of last week, from Monday to Sunday.
Every day, she baked two fewer cupcakes than the day before. By the end of
the week, she had baked 63 cupcakes. How many cakes did she bake on
Monday?

There is no particular number sentence or operation that immediately springs to mind when you
read this question. Instead, it is about thinking about how you are going to tackle the problem
and then using some trial and error methods to work it out.

It would be a good idea for children to write the days of the week. They could then start with any
random number for the Monday and keep subtracting 2 for each day of the week to see what they
got. Imagine they decided to start with 20:                   MT W T F S S
18 16 14 12 10 8 6
M T W T F S S
16 14 12 10 8 6 4

M T W T F S S
15 13 11 9 7 5 3 =63
Other examples of investigations that might be given to children are:

2. I have two letters. One weighs double the other. Together, they weigh 135g. How much does
each letter weigh?

3. I have 4 coins in a row on a table. The first and second coins add up to 30p. The second and
third coins add up to 25p. The total of all four coins is 40p. What are the four coins?

4. I am thinking of a number. The number has two digits which add up to 8. The number is a
multiple of 4 smaller than 50. What is the number?

Answers:
Melissa baked 15 cupcakes on Monday. The coins were 10p, 20p, 5p and 5p.

The letters weighed 90g and 45g. The number was 44.
Here is a simple investigation activity about polygons.
Investigate polygons with area 5x2 units on an x by x unit grid.
Some initial shapes students could come up with may look like the following:

Polygons with the same area

Note: This is a mathematical investigation so the students are expected to pose the problems they
want to pursue and on how they will solve it. It will cease to be a math investigation if the teachers
will be the one to pose the problems for them. The following are sample problems that students can
pose for themselves.

•What is the same and what is different among these polygons?

• How can I classify these polygons?
Possible classifications would be:
a. convex vs non-convex polygons
b. according to the number of sides
•What shapes and how many are there if I only consider polygons made up of squares?
Students will discover that while they can have
as many polygons with an area of 5, there are
only 12 polygons made of squares. These
shapes are called pentominoes because it is
made up of 5 squares. I have arranged it here
for easy recall of shapes. It contains the last
seven letters of the English alphabet
(TUVWKXZ)
 Our Loving Father, we praise and glorify Your name each day. We thank you for all

especially the gift of life You showered us. Thank you for giving us the opportunity to

learn in this time of global pandemic. Bless our classmates , teachers , and school that

we may bring hope to our community. We humbly ask for Your forgiveness to all our

shortcomings and help us to be a better person. Grant us wisdom, peace of mind, and a

pure heart to be a blessings to other people. Father, we are grateful that You are true to

Your word that You are with us and will not leave us. May You continue to bless us with

your grace and love. We ask all these through Christ our Lord, who lives and reigns,

forever and ever. Amen

 Stages in Conducting Mathematical
Investigations
A complete mathematical investigation requires at least three steps:
1. Finding a pattern or other conjecture
- Proposing questions and establishing conjectures
- Mathematical conjecture is a statement that answers a certain question
and that is considered to be true. Any conjecture presupposes one or more
questions, but students only formulate them implicitly.
A conjecture is an educated guess that
conjecture
is based on examples in a pattern.
A counter example is an example that
counterexample
disproves a conjecture.
 What is a Conjecture?
Parents make conjectures all the time; without even realizing that they do, they
form conclusions about their children.
Susie notices that when she buys strawberry ice cream, her 3-year-old son
Johnny always ask for seconds, but when she buys vanilla, he leaves some in
the bowl.
What conclusions do you think Susie would make?
She would think that Johnny likes strawberry more than vanilla.
Looking at the following numbers: 2, 4, 6, 8, 10, 12.
What would be the next number?
Most likely, you are thinking 14.
Why did you make that conclusion?
You perhaps looked at the pattern and noticed that the list is counting
by 2s.
Conjecture: The next number is 14 because the list is counting by 2s.
You didn't prove anything; you just noticed the pattern and formed a
conclusion.
 Examples:

Give the counterexamples to the following conjectures:

a. Every prime number is an odd number.
The only counterexample is the number 2: an even number (not odd) that is prime.
Conjecture is wrong.

b.When n is a prime number; n + 2 is always prime. ... 2 + 2 = 4, but 4 is not a

prime number. 7 + 2 = 9, but 9 is not a prime number. Wrong conjecture
 Arthur is making figures for an art project. He drew polygons and some of their
diagonals.
               
             

From these examples, Arthur made this conjecture:

c. If a convex polygon has n sides, then there are n−2 triangles formed when diagonals are
drawn from any vertex of the polygon.
Is Arthur’s conjecture correct? Or, can you find a counterexample?
The conjecture appears to be correct. If Arthur draws other polygons, in every case he will
be able to draw n−2 triangles if the polygon has n sides.
Notice that we have not proved Arthur’s conjecture, but only found several examples that
hold true. So, at this point, we say that the conjecture is true.
2. Seeking the logical interconnections that constitute proof
-Testing conjectures
-Conjecture must go through several tests. A single counter-example is enough
to reject.
-All proofs provide much more than reassurance—the way they reassure is by
showing why things are true, how they work. testing and refining the conjectures,
3. Organize the results in a way that can be presented coherently.
- arguing and proving the conjectures.
(a) use of geometrical strategies and integration of geometrical and arithmetical
strategies to reach conjectures;
(b) use of variation and generalization strategies to reach conjectures as well as
building evidence by analyzing extreme cases;
(c) ability to change and adapt conjectures prompted by counter-examples; and
(d) use of reasoning & strategies that indicate remarkable intellectual flexibility.
This suggests that if more attention were given to this type of work in class, we
could expect meaningful progress in carrying out mathematical investigations.
 Example of Math Investigation
Determine the next terms or the 6th term of the sequence.
4 , 8, 16, 32, 64,…
x2 x2 x2 x2
Determine the formula that could be used to find the nth term of the sequence.(1,2,3,…)
A1 = 4 x 1 4x20
A2 = 4 x 2 4x21 A n = 4 ● 2 n-1

4x22 An= 4 x 2n An= 22 ● 2n-1

A3 = 4 x 4
A4 = 4 x 8 4x23
A = 2 n+1
n
4x24
A 5 = 4 x 16
4x25
A 6 = 4 x 32
*Can we express the sequence having the same base?
*What must be the exponent of 2 w/c is n so as to express the 1st term in a formula?
 Jan 11, 2022
• Mathematical modeling requires that students discuss, share, and debate ideas in the process of
problem solving and afterward, when comparing and contrasting models. There’s always
something to learn from another.
• The 5E Model of Instruction promotes active learning. Students are involved in more than listening
and reading. They learn to ask questions, observe, model, analyze, explain, draw conclusions,
argue from evidence, and talk about their own understanding. Students work collaboratively with
peers to construct explanations, solve problems, and plan and carry out investigations.” –Rodger Bybee

• The 5E model is often associated with inquiry-based learning, active learning, experiential
learning, discovery learning, and knowledge building—
all variations and parallels of constructivism. Split into five phases—Engage, Explore, Explain,
Elaborate, and Evaluate—the 5E approach helps students build knowledge from prior
understandings
Inquiry-Based Teaching
Inquiry may be referred to as a technique that encourages students to
discover or construct information by themselves instead of having
teachers directly reveal the information (Uno, 1999)
  5E is not a one-module-per-day teaching method
ENGAGE
• Teachers begin this section by pre-assessing students to determine their current
understanding and how best to design the lesson to meet them there.
• During the engagement phase of the 5E Instructional Model, students are drawn into the
topic and make connections with their prior knowledge.
• Their interest is piqued and students are curious to learn more.  This is the phase where
teachers hook (central activity) students into learning the new content and uncover
misconceptions students may have about the topic.
• By the end of this phase, the teacher has uncovered and identified any misconceptions the
students may have regarding this topic.

• In traditional instructional models, the teacher often begins with defining vocabulary In the 5E.
while in Instructional Model, there is no direct teaching of the concepts
during the first phase.
 TYPES OF ACTIVITIES THAT ENGAGE STUDENTS

1. Show a short video clip of the topic.

This should not define the topic or vocabulary, but it should generate high interest. It should
be something with which the students are familiar so that they can discuss their similar
experiences. Students may then write down everything they know, as well as those things
they would like to know.
2. Do an internet image scavenger hunt

Have students look for certain familiar items within that topic. Students could then engage in a
group discussion about things that look familiar to them about those pictures, or write where
they think those objects are found. They might write what they have in common and what is
different between them.
Example:
This lesson can be used as a pre-lesson for the Shape
Models lesson plan.
Objectives
Students will be able to identify the attributes of 3-D
shapes.

Introduction(2 minutes)
Hold up a Kleenex box and a cut-out of a two-
dimensional (2-D) rectangle.
Ask students to think-pair-share which object is a 2-D
shape and which object is a three-dimensional (3-D)
llow a few students to share out their ideas.
Explain to the students that today they will learn
how to identify 3-D shapes, like the tissue box,
and the attributes, or characteristics, that go
along with each shape!
3. Use a very simple graphic organizer
If the topic you will introduce can be explained using
pictures (water cycle, parts of an atom, structure of a
flower), show a diagram or graphic organizer. Have
students explain the parts of the diagram that they
know and identify the parts that they don’t know. This
could include discussion on what they are seeing and
how they think these processes are taking place.
 TYPES OF QUESTIONS THAT ENGAGE STUDENTS
• The point of the 5E Instructional Model is to provide a clear, cohesive framework for guiding
students through inquiry-based learning. Inherent in “inquiry” is asking the right questions.
• Once the teacher has chosen one or more activities to engage the students’ attention, it is
important to guide their thinking along the right path. The teacher begins by asking broader, more
open-ended questions.
Some questions that engage the student may be:
What are your experiences with ________________?
What do you know about ___________________?
What do you not yet know about ________________?
What have you heard about _______________ that you are not sure is true?
What would you like to learn about ______________?
What sort of investigation would you need to do in order to find out about ____________?
EXPLORE
This is where students dig into the meat of the content. The Explore section provides scaffolded
hands-on activities that build toward mastery of the standards. “Students are encouraged to apply
process skills, such as observing, questioning, investigating, testing predictions, hypothesizing,
and communicating, with other peers. Students are encouraged to work in a cooperative learning
environment without direct instruction from the teacher.

Types of activities that encourage student exploration

1. Creating a model
Have the students create a 2-D or 3-D diagram or model of what they know without defining
key terms. The teacher asks open-ended questions, helping students to consider different
aspects of the model they are creating.
2. Solving a problem
Describe a real-world problem within the topic the teacher is introducing. Students will consider
what they know about the topic and come up with a solution to the problem. The teacher asks
leading and open-ended questions to help students consider all sides of the problem.

3. Reading articles
The articles should not be instructive. They should not define the key concepts and vocabulary
terms. They should provide some specific information on real-life aspects of the topic. This can be
the springboard for class or group discussions, in which students combine their prior knowledge
with the information in the article to explore more about the topic.
4. Laboratory investigation
Pose a simple question and offer a range of materials that students can use to investigate the
problem. Students should form a hypothesis and design an experiment to test their
hypothesis(conjecture). Along the way, the teacher should ask leading questions.
5. Online simulation
Using websites such as Gizmos, students can perform simple virtual experiments. As they change
variables, the outcomes change. This allows students to make observations from which to form
hypotheses.
6. Observation station
Students observe a set of objects or a demonstration of the topic. The teacher asks carefully
constructs questions to lead them through the observation. Students consider all aspects of what
they have observed, formulating hypotheses about it and determining
how they would find out more information.
In the exploration phase, the teacher is asking broad, open-ended questions. They are somewhat
more direct than the engage questions. Examples of open-ended questions are:
What if ______________ ?
Have you considered what might happen when you ____________________ ?
Why do you suppose _____?
What might you do to find the answer to ____________________________ ?
Is there any information you do not yet have? Where could you find this information?
What might happen if you __________________ ?
Why did you decide to _____________________ ?
What patterns did you notice?
What else might have caused _____?
What did you expect to find and why?
What do you think could be an alternative explanation?
 EXPLAIN
• In the Explanation phase, students learn to describe their observations and interpret what they
are seeing. They formulate conclusions of their data. In the process, students listen critically to
other members of their group. They begin developing definitions for key terms in their own
words. All the while, students listen critically to each other’s explanations. 
• This is the phase where direct instruction takes place and misconceptions are explicitly addressed.
• Student misconceptions are now addressed head-on. The teacher clears these up and helps
students avoid developing more misconceptions.
• Teacher needs to provide a thorough explanation of the topic. Scientific concepts and vocabulary
are developed in this phase. Students connect this new learning with the observations they made
during the Explore phase. All the pieces of the puzzle are now fitting into place.
• Conclusions have been made, vocabulary has been defined, and the concepts have been
explained. Students now have the knowledge and can apply it to the experiences they have
just had. They are now ready to allow this knowledge to become generalized.
Types of activities that lead students through the explanation phase

1. Analyze findings
Students analyze their findings from their investigations in the Exploration phase. Working with
their group, students explain their observations and develop conclusions.

2.Oral or video presentation

Students put together an oral or video presentation. In the presentation, students present their
analyses and conclusions, supporting their ideas with evidence. The teacher may provide students
with a framework of questions to answer during the presentation.

3. The teacher explains the topic

This may take place as a class lecture, guided question-and-answer session,
or other oral presentation.
 5. Concept map
Students revisit the concept map from the Engagement
phase and add to it, change it, and make new connections.

4. Video clip
The teacher shows a video or YouTube clip.
Students listen to the information presented
in the video. There may also be visual
demonstrations of the concept to observe.
Students may answer comprehension
questions with their group members, as well
as questions that help them to connect what
they have learned in the video with their
experiences and prior knowledge.
In the explanation phase, the teacher is now asking more pointed, less open-ended questions.
These questions are along the lines of:

What patterns did you notice?

Why do you think that ___________________ ? What evidence do you have of this? Can you
think what else might have caused it to happen?
Why do you think ____________?
What did you expect to find? Why? Why do you think your observations were different from your
expectations?
How can you explain _________________ ? Do you think that there might be another explanation
for it?
 ELABORATE

• Workstations are a go! The Elaborate section makes differentiation possible by leveraging a wide
range of activities—digital and paper-based games, spiraled review, career connections, literacy
connections, and research—that are perfect for rotations. These activities allow students to
continue learning while you make time for small group interventions, reteaching, and independent
acceleration projects to help both your struggling and advanced learners.
• Once students have constructed explanations of a phenomenon or design solutions for a problem,
it is important to involve them in further experiences that apply, extend, or elaborate the concepts,
processes, or skills they are learning. Some students may still have misconceptions, or they may
only understand a concept in terms of the exploratory experience. Elaborate activities provide time
for students to apply their understanding of concepts and skills. They might apply their
understanding to similar phenomena or problems.
EVALUATE
* Get the data you need from the assessment tools provided in the Evaluate section. Nontraditional
assessments such as portfolios, performance-based tasks, rubric-based activities, debates, journal
logs, and portfolios are just as important as traditional fill-in-the-blank, multiple choice, and essay-
driven assessments.
* Many teachers elect to expand the use of the 5E model with Intervention and Acceleration to
create the 5E+IA; however, it can be a little confusing to know when to use Intervention and
Acceleration without training. Both of these modules should be infused throughout the 5E cycle—if
a student is struggling or advanced, they should have the opportunity to receive direct support via
Intervention resources or expand their thinking beyond the limitations of a standard with
Acceleration activities.
* Evaluate phase include self-assessment, peer-assessment, writing assignments, and exams.
Writing Mathematical Investigation
References Bishop, A., & Goffree, F. (1986). Classroom organization and dynamics. In B.
Christiansen, A. G. Howson, & M. Otte (Eds.), Perspectives on mathematics education (pp. 309-
365). Dordrecht: D. Reidel.

Jarvela, S. (1996). New models of teacher-student interaction: A critical review. European

Journal of Psychology of Education, 11(3), 249-268.

WHAT IS THE EXPLORATION PHASE OF THE 5E INSTRUCTIONAL MODEL

By Jill Elliott 1 Comment