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{{Essay-like|date=October 2021}}
The '''Interactive Mathematics Program (IMP)''' is a four-year, problem-based mathematics curriculum for high schools. It was one of several curricula funded by the [[National Science Foundation]] and designed around the 1989 [[National Council of Teachers of Mathematics| National Council of Teachers of Mathematics (NCTM)]] [[Principles and Standards for School Mathematics|standards]]. The IMP books were authored by Dan Fendel and Diane Resek, professors of mathematics at [[San Francisco State University]], and by Lynne Alper and Sherry Fraser. IMP was published by Key Curriculum Press in 1997 <ref>{{cite web|last=Wu|first=H.|title=Review of IMP|url=http://math.berkeley.edu/~wu/IMP2.pdf}}</ref> and sold in 2012 to It's About Time.<ref>{{cite web|url=http://www.keycurriculum.com/about/press|title=Press|work=Key Curriculum Press Release|url-status=dead|archive-url=https://web.archive.org/web/20121107044839/http://www.keycurriculum.com/about/press|archive-date=2012-11-07}}</ref>
==Curriculum==
Designed in response to national reports pointing to the need for a major overhaul in mathematics education,<ref>[http://www.nap.edu/books/0309039770/html/] ''Everybody Counts: A Report to the Nation on the Future of Mathematics Education'', Mathematical Sciences Education Board, National Research Council, 1989</ref><ref>[http://books.nap.edu/openbook.php?isbn=0309041872] ''Reshaping School Mathematics: A Philosophy and Framework for Curriculum'', Mathematical Sciences Education Board, National Research Council, 1990</ref><ref>[http://www.project2061.org/publications/sfaa/online/sfaatoc.htm] ''Science for all Americans'', American Association for the Advancement of Science, 1989</ref> the IMP curriculum is markedly different in structure, content, and [[pedagogy]] from courses more typically found in the high school sequence.<ref>''Introduction and Implementation Strategies for the Interactive Mathematics Program: A Guide for Teacher-Leaders and Administrators'', Key Curriculum Press, 1997</ref>
* 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.<ref>{{Cite web |title=What is Common Core Math: Its Difference from Traditional Math |url=https://brighterly.com/blog/what-is-common-core-math/ |access-date=2023-04-23 |website=Brighterly |language=en-US}}</ref>
* The IMP curriculum expects students to make nearly daily use of a scientific [[graphing calculator]].
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Nearly every one of these distinctive characteristics has generated controversy and placed the IMP curriculum right in the middle of the “[[math wars]],” the conflict between those that favor more traditional curricula in mathematics education and the supporters of the reform curricula that were largely an outgrowth of the 1989 [[Principles and Standards for School Mathematics|NCTM standards]].
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