Abstract: In this paper, the investigative approach to mathematics teaching and learning as a mathematical inquiry that stems from the constructivist belief is examined. The implications on the nature of mathematical knowledge and activities that the approach requires are also considered and are followed by suggestions on how teachers might use schemes or textbooks to help children gain experiences in investigating. Finally, examples of the social norms expected of teachers and pupils in ‘investigative’ classes which differ from that of ‘traditional’ classes are provided.