Interactive Mathematics Program: Difference between revisions

Revision as of 23:55, 8 December 2008

Revision as of 20:52, 21 December 2008

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The '''Interactive Mathematics Program (IMP)''' is a four-year, problem-based mathematics curriculum for high schools, designed to meet the needs of both college-bound and non-college-bound students. 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 curriculum replaces the traditional [[Algebra]] I-[[Geometry]]-Algebra II/[[Trigonometry]]-[[Precalculus]] sequence. 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.

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 [http://www.mathimp.org/ 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>

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== Debate ==

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 [[NCTM]] [[Principles and Standards for School Mathematics | NCTM 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” (focus) “on things like [[calculator]]s, blocks, guesswork, and group activities and they shun things like [[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>