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Re: IMPMath
Posted by not popular here on 5/10/08

    On 5/10/08, Elaine wrote:
    > This sounds more like an issue with the teacher than the
    > curriculum. I honestly get very tired of math instruction
    > being characterized solely by the materials used rather than
    > the teacher who teachers the materials. How well trained they
    > are and what educational philosophies they bring into the
    > classroom.
    >
    > The authors of IMP NEVER intended for students to "discover"
    > everything. The purpose is to present students with what seems
    > to be an overwhelming problem, show them that it CAN be broken
    > down into smaller parts and each part be studied seperately.
    > The "jumping around" of topics is intentional because it shows
    > that not every problem fits into a nice little box with a
    > label on it. Too many kids in sequential math programs have no
    > idea how to solve problems without knowing in advance what
    > section of the book they are studying at the time. Taken out
    > of that context for them (like SATs) and they are clueless.
    > IMP counteracts that phenomenon.

    Are you saying that SAT math problems *do* give the context, or
    *don't*? Because if you mean that SAT problems are a good test of
    whether kids can do out-of-context problems, I have to say that
    the kids I know who hate IMP (but are in fact very good at math)
    absolutely are *acing* SAT-type stuff.

    The same student also wrote: "I think that IMP could be used
    successfully with a teacher who went over everything very
    clearly, and lectured on the subject. Actually, the best CMP
    experience I had was Mrs. [name omitted] in Pre-Integrated.
    Although we used the CMP books, she clearly lectured to the class
    on the topics, to make sure that everyone had the same
    information. However, I would much prefer to use a classic
    textbook, and I frequently have discussions with other 9th and
    10th graders expressing similar sentiments."

    This is a student who was also quite successful on a very
    competitive math team, by the way -- a still better indication of
    her problem-solving ability.


 
 
 
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