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Mathematics learning and teaching can be constrained by unadventurous teachers, by the curriculum or by the demands of the examination system.

Alternatively, through the use of problem-solving and investigations, it can be freed from those constraints, allowing much greater scope for individual growth in an atmosphere that promotes interest, creativity and ultimately the opportunity to explore and discover mathematical relationships and pave the way for independent research.

Over the past fifty years, the first fifty years of the Mathematics in School, encouraging youngsters to experience mathematics through investigations has been a recurring theme. This book brings together the best writing from the journal’s pages with articles on investigations themselves, on the way in which they are used by the teacher and tackled by the learner, and on the underlying pedagogy.