Interactive Mathematics Program

Description: The Interactive Mathematics Program (IMP), a U.S. Department of Education Exemplary and Promising Mathematics Program, is a growing collaboration of mathematicians and teachers who have been working together since 1989 on both curriculum and professional development.

IMP has developed an integrated four-year high school math sequence designed to replace the traditional algebra I - geometry - algebra II/trigonometry - pre-calculus one. Departing from the traditional subject-by-subject curriculum, IMP employs an integrated approach that includes topics not often taught in a traditional curriculum, such as probability, statistical reasoning, and discrete mathematics.

IMP's problem-centered approach helps students be creative, think critically, and draw simultaneously from many areas of mathematics to solve real-life problems. IMP also provides students with other life-enriching skills, ranging from working collaboratively to presenting ideas in original ways.

Sidebar: A Student's perspective on interactive mathematics.

Developer:
IMP

Publisher:
IMP

Grade Levels: 9+

Cost: Varies by unit

Effectiveness: Reviewed by University of California, Berkeley for NCREL and Metiri Group (2000).

IMP was the subject of a five-year evaluation by the Wisconsin Center for Education Research at the University of Wisconsin. The evaluation looked at: "achievement, retention, students' choice of courses following the program, differential effects by ethnicity and gender, and teacher change." In two of the studies, IMP students were found to have scored significantly higher on the mathematics component of the PSAT or SAT than non-IMP students.

IMP students also did significantly better on the statistics items from the Second International Mathematics Study and on two problem-solving items developed by the state of Wisconsin. This study was replicated in two high schools in different locales with similar results. Yet another study found that IMP students' scores were higher in 15 out of 20 Stanford Achievement Test (SAT-9) probability multiple-choice categories.

A transcript analysis showed that IMP students tended to take more mathematics classes and more semesters of college-qualifying mathematics than students enrolled in a traditional math sequence. Finally, IMP students also evidenced desirable attitudes about mathematics and its application to daily life in comparison to their peers.

A five-year evaluation correlate this learning approach to higher student performance.

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