Introduction and Implementation Strategies for the Interactive Mathematics Program: A
Guide for Teacher-Leaders and Administrators
A Brief IMP® History
IMP's Beginnings and Funding
IMP began its work in 1989 with a grant from the California Postsecondary Education Commission. The
purpose of this initial grant was to revamp the Algebra I-Geometry-Algebra II/Trigonometry sequence
and develop a three-year core curriculum that would set "problem-solving, reasoning, and
communication as major goals; include such areas as statistics, probability, and discrete
mathematics; and make important use of technology."
In 1992, IMP began receiving major funding from the National Science Foundation. NSF grants have
supported completion of the curriculum development, including development of a fourth year for the
curriculum, as well as evaluation and dissemination. Additional funding has come from many sources,
including The San Francisco Foundation, the U.S. Department of Education, The Noyce Foundation, the
David and Lucile Packard Foundation, and individual school districts.
The first three years of the IMP curriculum were field-tested between 1989 and 1992 at Berkeley High
School, in Berkeley, CA; Mission High School, in San Francisco, CA; and Tracy Joint Union High
School, in Tracy, CA. Berkeley High has a highly diverse student population. Mission High is an
inner-city high school whose students are primarily Latino and Asian. Tracy High is in a rural
The fourth year of the curriculum was field-tested during 1993-1994 at Berkeley High; Mission High;
Eaglecrest High School, in Aurora, CO; and Silver Creek High School, in San Jose, CA. Eaglecrest
High is a suburban school in an upper-middle-class community. Silver Creek High has a diverse
population, including many Latino and Vietnamese students.
Between IMP's inception in 1989 and the beginning of publication in fall 1996, use of the IMP
curriculum grew from three schools in California to nearly 150 schools in 12 states. Since IMP's
primary goal is to provide high-quality educational experiences for both students and teachers, new
schools were added during this period only if they made a commitment to guidelines based on the
lessons that were learned at each stage of expansion.