Investigations in Numbers, Data, and Space is a K–5 mathematics curriculum, developed at TERC[1] in Cambridge, Massachusetts, United States.
As opposed to referring to textbooks and having teachers impose methods for solving arithmetic problems, the TERC program uses a constructivist approach that encourages students to develop their own understanding of mathematics.
The goals of the project raised opposition to the curriculum from critics (both parents and mathematics teachers) who objected to the emphasis on conceptual learning instead of instruction in more recognized specific methods for basic arithmetic..
The goal of the Investigations curriculum is to help all children understand the fundamental ideas of number and arithmetic, geometry, data, measurement and early algebra.
It is also easier for teachers to use since the format is more user friendly[citation needed], though some districts have failed to carefully implement the second edition as well, and moved back to textbooks that teach traditional arithmetic methods.
[6][7] A common complaint[citation needed] is that the curriculum does not teach any of traditional arithmetic methods familiar to those taught in other nations and to parents with as little as an elementary-school education.
[10] A common parent complaint[citation needed] is that there is no recognizable arithmetic and that homework is frequent and very time-consuming, with some tasks requiring help from family members and cutting, pasting, and coloring, whereas a traditional worksheet may take little time.