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* Each book of the curriculum is divided into five- to eight-week units, each having a central problem or theme. This larger problem is intended to serve as motivation for students to develop the underlying skills and concepts needed to solve it, through solving a variety of smaller related problems.
* There is an emphasis on asking students to work together in [[collaborative learning|collaborative groups]].
* It is hoped that communication skills will be developed; exercises aimed at this goal are embedded throughout the curriculum, through the use of group and whole class discussions, the use of writing to present and clarify mathematical solutions; in some IEP classes, formal oral presentations are required.
* The IMP curriculum expects students to make nearly daily use of a scientific [[graphing calculator]].
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Criticism often includes anecdotal evidence including stories of school districts that have decided to discontinue or supplement use of the IMP curriculum<ref>[http://www.homework-desk.com/blog/kids_math_basics/] "Does kid's math have go to basics?”</ref> and of students who did not feel they had been prepared adequately for college.<ref>[http://mathematicallycorrect.com/impsf.htm] Datta, S: “Interactive Mathematics Program: Manifesto on an Experimental Concept Gone Awry” on mathematicallycorrect.com, last retrieved April 7, 2010</ref>
Supporters point to statistical studies that compare the performance of students enrolled in IMP courses with their peers enrolled in traditional high school mathematics courses. Merlino and Wolff, two such researchers, report that in their several studies IMP students consistently outperformed traditionally taught students on both the math and verbal sections of the [[PSAT/NMSQT|PSAT]], as well as on the SAT-9.<ref>[http://www.gphillymath.org/StudentAchievement/Reports/SupportData/Part1Intro.htm] Merlino, J. and Wolff, E: ''Assessing the Costs/Benefits of an NSF “Standards-Based Secondary Mathematics Curriculum on Student Achievement'', Philadelphia, PA: The Greater Philadelphia Secondary Mathematics Project, 2001</ref> Kramer reported that grade 12 IMP students in his study performed better on all areas of mathematics tested by the NAEP test,<ref>
==See also==
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