Nearly every one of these distinctive characteristics has generated controversy and placed the IMP curriculum right in the middle of the “math“[[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 [[NCTM]] [[Principles and Standards for School Mathematics | standards]].
IMP is among the reform curricula that have been heavily criticized by organizations such as [[Mathematically Correct]]. That organization’s Internet site begins with a statement that “advocates of the new, [[fuzzy math”math]]” (focus) “on things like calculators[[calculator]]s, blocks, guesswork, and group activities and they shun things like algorithms[[algorithm]]s and repeated practice. The new programs are shy on fundamentals and they also lack the mathematical depth and rigor that promotes greater achievement.”<ref>[http://www.mathematicallycorrect.com/] Mathematically Correct, www.mathematicallycorrect.com</ref> Former NCTM president Frank Allen states, “Trying to organize school mathematics around problem solving instead of using its own internal structure for that purpose … (is destroying) essential connections….”<ref>[http://mathematicallycorrect.com/allen1.htm] Allen, F: “A Critical View of NCTM Policies with Special Reference to the Standards Reports”</ref>
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.thenewstribune.com/news/local/story/6051712p-5310251c.html] Abe, D: "Back to Basics on Kids’ Math:
