 INTERACTIVE MATHEMATICS
PROGRAM |
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Impact of the
Interactive Mathematics Program on the Retention of Underrepresented
Students: Class of 1993 Transcript Report for School 1: "Brooks High School" (Project Report 95-3) |
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| The central question for this study is as follows: Does enrollment in the Interactive Mathematics Program (IMP) increase the likelihood that students in general--and those from underrepresented groups in particular--will take more and a higher quality of mathematics? | ||
Impact of the Interactive Mathematics Program on the Retention of Underrepresented Students: Class of 1993 Transcript Report for School 2: "Hill High School" (Project Report 95-4) |
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| The central question for this study is as follows: Does enrollment in the Interactive Mathematics Program (IMP) increase the likelihood that students in general--and those from underrepresented groups in particular--will take more and a higher quality of mathematics? | ||
Impact of the Interactive Mathematics Program on the Retention of Underrepresented Students: Class of 1993 Transcript Report for School 3: "Valley High School" (Project Report 95-5) |
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| The central question for this study is as follows: Does enrollment in the Interactive Mathematics Program (IMP) increase the likelihood that students in general--and those from underrepresented groups in particular--will take more and a higher quality of mathematics? | ||
Impact of the Interactive Mathematics Program on the Retention of Underrepresented Students: Cross-School Analysis of Transcripts for the Class of 1993 for Three High Schools (Project Report 96-2) |
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| The central question for this study is as follows: Does enrollment in the Interactive Mathematics Program (IMP) increase the likelihood that students in general--and those from underrepresented groups in particular--will take more and a higher quality of mathematics? | ||
Comparison of IMP Students with Students Enrolled in Traditional Courses on Probability, Statistics, Problem Solving, and Reasoning (Project Report 97-1) |
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| A series of three studies compared the performance of students enrolled in the Interactive Mathematics Program (IMP) with students enrolled in the traditional algebra 1, geometry, and algebra 2 sequence. The studies, conducted at the end of the 1995-96 school year, compared the performance of IMP students with students enrolled in the traditional college-preparatory course sequence on activities using probability, statistics, quantitative reasoning, and problem solving. The studies were done independently of each other at three different schools, with ethnically diverse populations, different outcome measures, and different grade levels: grade 9, grade 10, and grade 11. | ||
Comparison on Statistics Items of Grade 9 Interactive Mathematics Program (IMP) Students with Algebra Students at One High School (Project Report 97-2) |
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| Grade 9 students in three IMP Year 1 classes were compared to Grade 9 students in four algebra 1 classes at one high school in a city located in a western state. Students were given all four statistics items released from the Second International Mathematics Study, 1981-82. IMP students significantly outperformed algebra 1 students as determined by tests of scores on the Comprehensive Test of Basic Skills. A matched-group analysis, which controlled for prior mathematics achievement and sex, produced results, with IMP students significantly outperforming algebra 1 students. | ||
Comparison on Problem Solving and Reasoning of Grade 10 Interactive Mathematics Program (IMP) Students with Geometry Students at One High School (Project Report 97-3) |
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| Grade 10 students in four IMP Year 2 classes were compared to Grade 10 students in six geometry classes at one high school in a city located in a north central state. Students were administered two performance assessment activities prepared for the Wisconsin Student Assessment Systems. IMP students significantly outperformed geometry students, as determined by tests of statistical significance, controlling for prior achievement as indicated by Grade 8 mathematics scores on the Iowa Test of Basic Skills. A matched-group analysis, which controlled for prior mathematics achievement, ethnicity and sex, produced consistent results, with IMP students significantly outperforming algebra 1 students. | ||
| The Interactive Mathematics Program (IMP) is a four-year high school mathematics curriculum designed to be aligned with the core curriculum recommended in the National Council of Teachers of Mathematics Curriculum and Evaluation Standards. The curriculum is problem-based and incorporates traditional topics including algebra, geometry, and trigonometry with topics given less emphasis in traditional high school programs, especially statistics and probability. Initiated in 1989, IMP is one of the first complete high school mathematics curricula to be developed that puts into practice what is recommended in the NCTM Standards. This report is one of a series attempting to produce evaluative information about IMP and, as a consequence, about assumptions and recommendations in the NCTM Standards. | ||
Small-Sample Longitudinal Study of Group Problem Solving and Attitudes of IMP Students and Traditional Mathematics Students—Grade 9 to Grade 11 (Project Report 98-2) |
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| This is the third and final brief report of the longitudinal study designed to monitor the growth in students' ability to solve problems while working in small groups and their development in using communication skills in doing mathematics. The study was one of several conducted by the Interactive Mathematics Program Evaluation Project. The available resources could not support a rigorous study to answer all of the questions associated with the complex nature of problem solving and group communications. This study provides some information and insights into how students working in groups perform while solving mathematics problems. | ||
| Report
to the National Science Foundation on the Impact of The Interactive
Mathematics Project (IMP) Report by Harold L. Schoen |
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| IMP LINKS: WCER Highlights, Winter 1996-1997 | ||