![[IMP]](implogo1.gif)
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The Interactive Mathematics Program (IMP) is a four-year, problem based mathematics curriculum for high schools. IMP is designed to meet the needs of both college-bound and non-college-bound students.
The fundamental principles of IMP reflect major changes currently taking place in mathematics education. National reports issued by experts and professional organizations recognize that existing ways of teaching mathematics are inadequate in meeting the needs of today's public school students.
A Problem-Based Mathematics Curriculum
IMP is designed to replace the four-course sequence typical of most
high school mathematics programs with an integrated course. While the traditional
Algebra I-Geometry-Algebra II/Trigonometry-Precalculus structure emphasizes
rote learning of mathematical skills and concepts, the IMP curriculum
is
problem-based, consisting of four-to-eight-week units that are each organized
around a central problem or theme. Motivated by this central focus, students
solve a variety of smaller problems, both routine and non-routine, that
develop the underlying skills and concepts needed to solve the central
problems in that unit.
Instructional Improvements
IMP applies a different instructional approach from traditional methods
that emphasize lecturing and individual paper and pencil seat work. The
"interactive" aspect of IMP refers, in part, to the program's emphasis
on students interacting with each other by working in groups. Together,
students tackle problems that usually are too challenging to be solved
by any one individual. Students make written and oral presentations that
help clarify their thinking and refine their ability to communicate mathematically.
Students use concrete materials as well as electronic tools while they work. They also work independently on "Problems of the Week," open-ended investigations in which students must write and illustrate their strategies and solutions to complex problems and deliver oral presentations to their class.
Working within a heterogeneous classroom creates an especially stimulating
learning environment. IMP has developed a variety of supplemental problems
to give teachers the flexibility to meet individual student needs in this
setting. Specific features include extensions, for students who want to
pursue a specific topic in greater depth, and reinforcement experiences,
for students who need to reflect on and synthesize what they have already
learned.
IMP is currently being implemented in the following
Chicago area high schools:
| Best Practice High School | Corliss High School |
| Foreman High School | Manley High School |
| Nobel Street Charter School | Northside College Prep High School |
| Nuestra America Charter School | Perspectives Charter High School |
| Young Women's Leadership Charter School | Wells High School |
For more information contact: Anne Horn at annehorn@uic.edu, James Lynn at JLynn@northsideprep.org or Nancy Freedman at nstern1@uic.edu or (312) 413-3292.
Original funding for the IMP in Chicago came from the National Science Foundation through the College Preparatory Mathematics Program at the University of Illinois at Chicago.
IMP is being published commercially by Key
Curriculum Press . Currently available are Years One through Four and
a 3-week "transition unit" on linear programming called Baker's
Choice.