They talk about how well prepared they are for more advanced mathematics. They also talk about the differences they see between their attitudes toward learning and the approaches taken by students with traditional preparation. IMP students describe themselves as more inquisitive, more confident, and better able to apply what they know in new situations. Teachers endorse this curriculum. The willingness of so many teachers to accept this challenge and all the extra work it entails is a stirring endorsement of the program.
Teachers are unequivocal in stating that the enormous rewards make it worth the effort.
Others are simply frustrated by the inability of their existing programs to meet the needs of their students. Many teachers say teaching IMP has resulted in a change in their perception about themselves. They have come to perceive themselves as mathematicians as well as mathematics educators. They cite two reasons. First, they are learning mathematics they never studied before, such as complex concepts from statistics.