Revision as of 04:43, 16 February 2013 edit Iddli (talk \| contribs) 468 edits removed self-promtional statement ... the fact that students are asked to do something says nothing about whether they were able to ← Previous edit		Revision as of 04:51, 16 February 2013 edit undo Iddli (talk \| contribs) 468 edits attempted to make the language more accurate and neutral Next edit →
Line 5: 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 ~~serves~~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. * Each year of the IMP curriculum integrates the algebraic, geometric, and trigonometric topics traditionally taught in separate courses, as well as topics from [[statistics]] and [[probability]] that are not included in many traditional programs. * There is an emphasis on asking students ~~working~~to work together in [[collaborative learning\|collaborative groups]]. * ~~The~~It ~~development~~is ofhoped that communication skills iswill 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,; ~~and~~in some IEP classes, formal oral presentations are required. * The IMP curriculum expects students to make nearly daily use of a scientific [[graphing calculator]].

Interactive Mathematics Program: Difference between revisions