Learning comes from asking the right questions. IMP teachers model good learning, which could also be called good teaching. When one adds to this number the large numbers of IMP teachers who have served, or continue to serve, as mentor teachers in their districts, as department chairs in their schools, and on district, area, state, and national task forces, it is easy to see that California IMP has helped in developing significant leadership in mathematics education. Moe uses display cases located across from the main office at John Marshall High School in Los Angeles to regularly display her students' work. Faculty and departments can sign up to use one case for two or three weeks.
Teachers pop into IMP classrooms because they are curious after seeing the display.
Other possible display venues include your school's district office, local public library, local banks, and stores. California's contribution to this newsletter was written by Caran Resciniti, an IMP teacher at Fresno High School in Fresno, California. Resciniti is part of a group that just completed its inservice after four years together. A special graduation ceremony was held for them at the end of the last inservice and this piece commemorates the event. There is no difference between the IMP curriculum and the traditional curriculum with respect to learning.