Funding California Postsecondary Education Commission Grant National Science Foundation began supporting IMP Private Foundation Supporters- Noyce, David and Lucile Packard, San Francisco, Stuart, Intel

Curriculum Developers Directors: Dan Fendel & Diane Resek Professors of mathematics, San Francisco State University Advisory Board: David Blackwell- Professor of mathematics and statistics, University of California Berkeley Andrew Gleason- Professor of mathematics and natural philosophy, Harvard University Milton Gordon- Professor of mathematics, California State University Fullerton Shirley Hill- Professor of mathematics and education, University of Missouri, President of NCTM Steven Leinwand- Mathematics consultant, CT State Department of Education

Curriculum Goals Problem-centered Integrated Expand the content scope of high school mathematics Focus on developing understanding Designed for a heterogeneous classroom Include long term open-ended investigations

Classroom Goals Expanded role for the teacher More active role for the students Extensive oral and written communication Both teamwork and independence for students Assessment using a variety of criteria Use of graphing calculator technology

Curriculum Design Integrated curriculum designed for grades 9-12 An alternative to the traditional Algebra-Geometry- Algebra 2/Trigonometry sequence 4 year program- 5 units in each year Algebra 1 & 2 Geometry Probability & Statistics Trigonometry Precalculus Calculus

Algebra-Geometry-Algebra 2 vs. IMP

Unit Organization Based on a theme or central problem Historical event Literature connection POWs (Problems of the Week) Long term problem report Graphing calculator implementation Portfolio Summarize main mathematical ideas Include activities from the unit Personal growth reflection

A Day in IMP Review previous night’s homework In groups or with class presentations Teacher input as needed Student centered activity or problems In small groups or as class activity Rarely teacher led instruction Individual/Group presentations of findings Make connections Share ideas New homework assignment

Learning with Understanding Preconceptions and misconceptions Context, integration, open ended problems Make math one’s own Foundation of factual knowledge Construct relationships and connections Extend and apply knowledge Metacognition Communicate orally and in writing Reflect about experiences and learning

Research Results Standardized test scores are the same or higher Quantitative reasoning, problem solving and statistics test results are much higher Positive attitude towards mathematics Number of years of college-preparatory mathematics classes completed is higher

Research Results