SUMMARY OF REPORT

LESSON 2: MATHEMATICAL INVESTIGATION

Topic Outline:
 Lesson 2.1: Nature of Mathematical Investigation
 Lesson 2.2: Steps in Conducting a Mathematical Investigation (Advincula)
 Lesson 2.3: Formulating Questions and Conjectures (Agravante)
 Lesson 2.4: Exploring Patterns and Relationships (Alicando)
 Lesson 2.5: Generalizing and Validating Results (Lamonte)
 Lesson 2.6: Communicating Findings in a Mathematical Investigation (Bandoy)
 Lesson 2.7: Investigation vs. Problem Solving: Key Differences (Molon)
 Lesson 2.8: Case Studies of Successful Mathematical Investigations (Vivero)

LESSON 2.1: Nature of Mathematical Investigation

Mathematical Investigation - process in which students explore and
discover mathematical concepts through inquiry and exploration rather than simply
applying known methods to solve problems. According to Kissane (1988),
mathematical investigation focuses on mathematics as something that people do
rather than as something that people have done.
Mathematical Investigation involves:
 Generating questions or problems from patterns, data, or real-world contexts.
 Exploring and manipulating the mathematical situation.
 Formulating conjectures based on observations.
 Testing and refining these conjectures through experimentation or reasoning.
Characteristic of Mathematical Investigation
1. Creativity – student develop unique approaches to solving problems.
2. Reflection – helps students deepen their understanding and learn from their
experiences.
3. Open-endedness – often don't have predetermined answers or solutions.
4. Problem-Solving – students apply their mathematical knowledge and skills to
solve real-world or abstract problems.
5. Pattern – involves identifying patterns and relationships within mathematical
data.
6. Inquiry-based – students are encouraged to ask questions, make conjectures,
and test their ideas through experimentation.
7. Communication – students need to communicate their findings and reasoning
clearly and effectively to others.
Benefits of Mathematical Investigation:
1. Deepens understanding
2. Encourages critical thinking
3. Fosters problem-solving skills
 4. Increases motivation
5. Develops mathematical habits of mind

LESSON 2.2: Steps in Conducting Mathematical Investigation

General Process:
1. Choosing a Context or Problem – Begin with a situation, pattern, or problem
that sparks curiosity. This could be drawn from real life, mathematical
phenomena, or provided by the teacher.
2. Formulating Questions – Identify key questions to explore, which will guide
the investigation. These questions are often open-ended, encouraging deep
exploration.
3. Collecting Data or Observations – Gather relevant data or information by
experimenting, calculating, or exploring the problem space. This might involve
creating tables, charts, or visual aids.
4. Exploring Patterns – Look for patterns, relationships, or structures within the
data or situation. This exploration may involve manipulating numbers, shapes,
or other mathematical objects.
5. Formulating Conjectures – Based on patterns or observations, formulate
conjectures or hypotheses about the mathematical relationships or rules
governing the situation.
6. Testing and Refining Conjectures – Test the conjectures using further
calculations, logic, or counterexamples. Refine the conjectures if necessary,
adjusting them based on new insights.
7. Generalizing Results – If the conjectures hold in various cases, consider
generalizing them to broader contexts. This involves establishing the
conditions under which the conjectures apply.
8. Communicating Findings – Present the findings clearly, often through a written
report or presentation, including the investigation process, conjectures, proofs
(if applicable), and conclusions.
LESSON 2.3: Formulating Questions and Conjectures
Formulating Questions – is an essential step in any mathematical
investigation. These questions often arise naturally from the exploration of patterns,
observations, or real-world situations.
Conjectures are hypotheses or educated guesses that are formed based on
initial observations or patterns identified during the investigation.
Formulating conjectures encourages deeper engagement with the
mathematical content and helps drive the investigation forward. These conjectures
may not yet be proven but serve as the focal point for further exploration.
Tips for Effective Questioning and Conjecturing:
 1. Consult with others
2. Keep a journal
3. Be open-minded
4. Use mathematical tools

LESSON 2.4: Exploring Patterns and Relationships

Exploring patterns and relationships – is a key component of mathematical
investigation. This exploration involves identifying regularities or connections
between different mathematical objects, whether they are numbers, shapes, or other
quantities.
Recognizing Patterns – Students look for consistent behaviors or
sequences, such as arithmetic or geometric progressions, symmetrical shapes, or
recurring number properties.
Three Types of Patterns:
1. Numerical Patterns (e.g. Fibonacci Sequence, Arithmetic Sequence)
2. Visual Patterns (e.g. Tessellations, Symmetry, Fractals)
3. Algebraic Patterns (e.g. Binomial Patterns, Function Patterns)
Identifying Relationships – This involves finding mathematical relationships
such as proportional relationships, functional relationships, or geometric
relationships between variables or objects.
Basic Kinds of Mathematical Relationships:
1. Proportional Relationships
2. Functional Relationships
3. Geometric Relationships

LESSON 2.5: Generalizing and Validating Results

Generalization – This involves extending the findings from specific cases to a
broader set of cases. For example, if a pattern is observed for certain numbers,
students might explore whether the same pattern holds for other numbers or under
different conditions.
Role of Generalization in Mathematical Investigation:
1. Extending Results – generalization involves extending your findings from
specific cases to more general situations or broader contexts.
2. Identifying Patterns – helps to identify underlying patterns or principles that
can be applied to a wider range of problems.
 3. Formulating Conjectures – can lead to the formulation of new conjectures or
hypotheses.
Validation – This requires rigorously testing the conjectures to ensure they
hold true in all relevant cases. Validating results ensures that the findings are reliable
and robust, moving beyond observations to more formalized mathematical
knowledge.
Role of Validating Results in Mathematical Investigation:
1. Constructing proofs to establish that the conjectures are universally true.
2. Testing the conjectures against various examples and edge cases.
3. Seeking counterexamples that could disprove the conjecture.

LESSON 2.6: Communicating Findings in a Mathematical Investigation

Communicating findings – is a critical part of any mathematical
investigation, as it involves explaining the investigation process, the discoveries
made, and the conclusions reached. Findings can be communicated in written
reports, presentations, or even peer discussions. The communication process helps
solidify understanding and allows others to review and critique the investigation.
Effective Communication Includes:
1. Clarity of Explanation – Clearly describe the steps taken, the patterns
observed, and the conjectures formed.
2. Supporting Evidence – Provide supporting evidence, such as calculations,
graphs, or diagrams that illustrate the findings.
3. Use of Mathematical Language – Employ appropriate mathematical terms,
symbols, and notation to ensure the findings are precise and understandable.
4. Reflection – Reflect on the investigation process, discussing challenges
encountered, adjustments made, and potential extensions of the work.

LESSON 2.7: Investigation vs. Problem Solving: Key Differences

While problem solving focuses on applying known techniques, investigation
emphasizes discovery and inquiry. Mathematical Investigation and Problem-Solving
share similarities but differ in key ways:

PROBLEM SOLVING INVESTIGATION

 Seeks to explore open-ended
Often aims to find a
questions, discover new
specific solution to a
patterns, and make
GOAL clearly defined problem
conjectures, without
using established
necessarily having a
methods.
predefined goal.

Is more exploratory and

Typically follows a
iterative, often involving
PROCESS structured approach with
multiple cycles of exploration,
a clear
conjecture, and revision.

Problems are usually Investigations are open-

NATURE well defined with a ended and may not have a
specific answer in mind. single correct answer.

In essence, investigation is about exploring and understanding, while

problem-solving is about finding a solution. However, they often overlap, as
investigations can lead to problems that need to be solved, and problem-solving can
involve investigation to gather necessary information.
Here's a simple analogy:
• Investigation: Exploring a new city, wandering around, and discovering
hidden gems.
• Problem-solving: Getting lost in a city and using a map or GPS to find
your way back.
LESSON 2.8: Case Studies of Successful Mathematical Investigations
Case studies of successful mathematical investigations provide real-world
examples of how students or mathematicians have engaged in the investigative
process to discover new mathematical insights.
Some Notable Cases Include:
1. Fibonacci Sequence Exploration – Students investigate the sequence of
numbers where each number is the sum of the two preceding ones and
 explore its appearance in nature, art, and architecture. They may conjecture
relationships involving the golden ratio.
2. Pascal’s Triangle – Through investigation, students explore the patterns and
relationships within Pascal’s Triangle, such as connections to binomial
expansions, triangular numbers, and combinatorics.
3. Tiling Problems – Investigations into how various shapes (such as squares,
triangles, or hexagons) can be used to tile a plane without gaps can lead to
conjectures about geometric patterns and symmetry.
4. Fractals and Self-Similarity – Investigating the self-similar nature of fractals
can lead to insights about scaling, dimensionality, and the recursive nature of
mathematical objects.
5. The Four-Color Theorem – Any map - a division of the plane into any
number of regions - can be colored using no more than four colors in such a
way that no two adjacent regions share the same color. A map of the world,
colored using four colors. The four-color theorem is particularly notable for
being the first major theorem proved by a computer.
6. Fermat's Last Theorem – "It is impossible for a cube to be the sum of two
cubes, a fourth power to be the sum of two fourth powers, or in general for
any number that is a power greater than the second to be the sum of two like
powers. I have discovered a truly marvelous demonstration of this proposition
that this margin is too narrow to contain."
7. The Poincaré Conjecture – Poincaré conjecture has proved a thorny
problem ever since it was first proposed, and its study has led not only to
many false proofs, but also to a deepening in the understanding of the
topology of manifolds (Milnor). The conjecture says that the three-sphere is
the only type of bounded three-dimensional space possible that contains no
holes.
8. The Kepler Conjecture – Kepler proposed that close packing (either cubic or
hexagonal close packing, both of which have maximum densities of) is the
densest possible sphere packing, and this assertion is known as the Kepler
conjecture.