text-only page produced automatically by LIFT Text Transcoder Skip all navigation and go to page contentSkip top navigation and go to directorate navigationSkip top navigation and go to page navigation
National Science Foundation
design element
News From the Field
For the News Media
Special Reports
Research Overviews
NSF-Wide Investments
Speeches & Lectures
NSF Director's Newsletter
Multimedia Gallery
News Archive
News by Research Area
Arctic & Antarctic
Astronomy & Space
Chemistry & Materials
Earth & Environment
People & Society

Email this pagePrint this page

Press Release 96-072
Interactive Math Makes for Active Learning in Philadelphia

NSF Materials Challenge Urban Students, but the Decision to Use Them Is a Local One

November 20, 1996

This material is available primarily for archival purposes. Telephone numbers or other contact information may be out of date; please see current contact information at media contacts.

Students who might not be expected to perform well in mathematics are beating the odds in the Philadelphia public schools -- passing challenging courses at rates 20 to 30 percent higher than their peers -- using materials developed with support from the National Science Foundation (NSF).

The successes are particularly striking at Ben Franklin High School, a typical inner city school where 62 percent of the 9th grade students enrolled in the Interactive Mathematics Program (IMP) passed math. The passing rate for students in traditional math courses hovers at 40 percent. Nearly 84 percent of the IMP students passed science as compared to 52 percent of other students.

Luther S. Williams, the head of NSF's education and human resources directorate, said the IMP results prove that the U.S. can achieve the national education goal of global preeminence in math and science despite U.S. students' middling performance on the Third International Mathematics and Science Study (TIMSS).

A variety of education reform projects supported by the NSF, he pointed out, include a body of materials to effectively teach sophisticated math and science to students at all grade levels, regardless of their race or economic background.

But, Williams added, the IMP findings also confirm NSF's belief that effective education reform--based on national standards for math and science teaching--requires a national consensus on the goals of math and science education. NSF also believes that the U.S. educational system is a uniquely decentralized one when compared to other nations in the TIMSS study so the impetus to change must come from the state and local level.

"Simply put," Williams said, "the existence of exemplary and effective materials alone will not improve the odds of better practices and more learning by all students. The decision to use those materials rests with state and local educators."

The success of the IMP materials in Philadelphia is especially encouraging in light of the data contained in Pursuing Excellence, which reports that U.S. math teaching generally is devoid of challenging content. U.S. students perform at, rather than above, the international average in such mathematically dependent subjects as chemistry and physics.

Demonstrating a strong compatibility with the "best practices" of high-achieving nations in the TIMSS study, the IMP materials are designed to eliminate tracking, or the assignment of students to courses on the basis of perceived abilities. IMP materials change the way that math is taught so that in any given school year students may concurrently learn concepts from geometry, algebra, trigonometry, and discrete mathematics.

The IMP materials also develop a range of skills in various areas of math, including how to use math to communicate and how to use computers and graphing calculators--handheld devices put the calculating and graphical power of an early microcomputer into a student's hands--as mathematical tools.

Although designed primarily to improve math and science education, IMP instruction also appears to have a broader ripple effect on overall academic success, with 74 percent of the IMP students passing English, according to officials in Philadelphia, as compared with 52 percent of the students who take traditional math.


Media Contacts
Peter West, NSF, (703) 292-8070, pwest@nsf.gov

Program Contacts
Daryl Chubin, NSF, (703) 306-1521, dchubin@nsf.gov

The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2016, its budget is $7.5 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives more than 48,000 competitive proposals for funding and makes about 12,000 new funding awards. NSF also awards about $626 million in professional and service contracts yearly.

 Get News Updates by Email 

Useful NSF Web Sites:
NSF Home Page: http://www.nsf.gov
NSF News: http://www.nsf.gov/news/
For the News Media: http://www.nsf.gov/news/newsroom.jsp
Science and Engineering Statistics: http://www.nsf.gov/statistics/
Awards Searches: http://www.nsf.gov/awardsearch/



Email this pagePrint this page
Back to Top of page