Talk:Interactive Mathematics Program

message: Well done, you've managed to make maths sound dull   :0)--Dr Finkbottle 07:33, 22 March 2007 (UTC)
thread_title: [Untitled]

message: "Criticism often includes anecdotal evidence..."
"On the other hand, some IMP students describe the program in positive terms."
The battle of the anecdotes!  —Preceding unsigned comment added by Owijad (talk • contribs) 12:43, 17 January 2008 (UTC)
thread_title:  Uh... 

message: This article really should be named "Interactive Mathematics Program", not "Interactive Mathematics Program (IMP)", to go along with article naming convention, but I don't feel like fixing all the links to this page after doing a page move :-/  Are there bots or anything that makes it easier, or anyone who does feel like spending that time? —Isaac Dupree(talk) 11:59, 12 July 2008 (UTC)
thread_title:  Article naming 

message: This article shows clear signs of bias pro-IMP (I understand from an above
comment that the opposite was once true). I have added the POV tag, and
suggest a clean-up by someone knowledgeable (my own knowledge is limited to
what I have read in the article).
Examples include:
 This larger problem serves as motivation for students to develop the underlying
 skills and concepts needed to solve it, through solving a variety of smaller
 related problems.
This presupposes that the motivation is succesful, which is not a given. All we
could claim is that this is the intent.
 Together, they tackle problems that are usually too complex to be solved by any
one individual.
This is factually doubtful: In my experience adding more people to a group
makes it harder to solve complex problems, not easier. Your mileage may
vary, but this claim would need more foundation to be left standing.
 Students become comfortable with the calculator to such an extent that a Year
4 project tasks students with using their knowledge of trigonometry, matrix
algebra, geometric projections and transformations, and computer programming to
design and present an animated cartoon on the screen of the graphing
calculator.
Here it is clear (from the introduction of the task) that the intent is
that the students should be comfortable enough. It may or may not be verifiable
that they also reach this state (I have not checked the reference); however,
under no circumstance is the "reversed causality" in the above formulation
allowable.
The way "Mathematically Correct" is introduced leaves me with a subjective
impression that the author is hostile towards them. In particular, the quoting
from the website strikes me as somewhat odd. (Strictly my personal impression,
however.)
 Criticism often includes anecdotal evidence [...]
is followed by a paragraph with equally anecdotal evidence that supports IMF,
without any corresponding qualification.
94.220.246.35 (talk) 00:29, 26 May 2009 (UTC)
thread_title:  Neutrality problems 

message: I've removed an old neutrality tag from this page that appears to have no active discussion per the instructions at Template:POV:
::This template is not meant to be a permanent resident on any article. Remove this template whenever:
::#There is consensus on the talkpage or the NPOV Noticeboard that the issue has been resolved
::#It is not clear what the neutrality issue is, and no satisfactory explanation has been given
::#In the absence of any discussion, or if the discussion has become dormant.
Since there's no evidence of ongoing discussion, I'm removing the tag for now. If discussion is continuing and I've failed to see it, however, please feel free to restore the template and continue to address the issues. Thanks to everybody working on this one! -- Khazar2 (talk) 03:13, 14 June 2013 (UTC)
thread_title:  removing POV tag with no active discussion per [[Template:POV]] 

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thread_title:  External links modified