Mathematics

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Introduction

Secondary IV
Updated curriculum came into effect in 2015-2016
Secondary V
Updated curriculum comes into effect in 2016-2017
Probability: All the content related to Probability has been moved from Secondary IV to Secondary V.

Inequalities: In Arithmetic and Algebra, the content related to first-degree inequalities in two variables has been moved from Secondary IV to Secondary V.

Properties of functions: In Arithmetic and Algebra, the approach to teaching the properties of functions has been modified; they must now be taught in relation to a context.

General linear equation: In Analytic Geometry, all the content related to the general linear equation has been removed from the compulsory component of the CST option. The general form of the linear equation is now optional.
Probability: The content related to subjective probability, odds for, odds against, mathematical expectation and fairness has been moved from Secondary IV to Secondary V.

Inequalities: In Arithmetic and Algebra, the content related to first-degree inequalities in two variables has been moved from Secondary IV to Secondary V.

Cosine law: The cosine law in Geometry will be taught in Secondary V.

Powers and logarithms as well as certain concepts related to financial mathematics: New content in Secondary V Arithmetic – manipulation of numerical expressions involving powers and logarithms (definitions and change of base) as well as concepts related to financial mathematics (interest rate, interest period, compounding [future value] and discounting [current value]).

Geometric transformations in the Cartesian plane: The content related to geometric transformations in the Cartesian plane will no longer be taught in Secondary V.

Comprehensive activity: The comprehensive activity for integrating mathematical learning will be optional.

Mathematics is a science that involves abstract concepts and language. Students develop their mathematical thinking gradually through personal experiences and exchanges with peers. Their learning is based on situations that are often drawn from everyday life. In elementary school, students take part in learning situations that allow them to use objects, manipulatives, references and various tools and instruments. The activities and tasks suggested encourage them to reflect, manipulate, explore, construct, simulate, discuss, structure and practise, thereby allowing them to assimilate concepts, processes and strategies1 that are useful in mathematics. Students must also call on their intuition, sense of observation, manual skills as well as their ability to express themselves, reflect and analyze. By making connections, visualizing mathematical objects in different ways and organizing these objects in their minds, students gradually develop their understanding of abstract mathematical concepts. With time, they acquire mathematical knowledge and skills, which they learn to use effectively in order to function in society.

In secondary school, learning continues in the same vein. It is centred on the fundamental aims of mathematical activity: interpreting reality, generalizing, predicting and making decisions. These aims reflect the major questions that have led human beings to construct mathematical culture and knowledge through the ages. They are therefore meaningful and make it possible for students to build a set of tools that will allow them to communicate appropriately using mathematical language, to reason effectively by making connections between mathematical concepts and processes, and to solve situational problems. Emphasis is placed on technological tools, as these not only foster the emergence and understanding of mathematical concepts and processes, but also enable students to deal more effectively with various situations. Using a variety of mathematical concepts and strategies appropriately provides keys to understanding everyday reality. Combined with learning activities, everyday situations promote the development of mathematical skills and attitudes that allow students to mobilize, consolidate and broaden their mathematical knowledge. In Cycle Two, students continue to develop their mathematical thinking, which is essential in pursuing more advanced studies.

This document provides additional information on the knowledge and skills students must acquire in each year of secondary school with respect to arithmetic, algebra, geometry, statistics and probability. It is designed to help teachers with their lesson planning and to facilitate the transition between elementary and secondary school and from one secondary cycle to another. A separate section has been designed for each of the above-mentioned branches, as well as for discrete mathematics, financial mathematics and analytic geometry. Each section consists of an introduction that provides an overview of the learning that was acquired in elementary school and that is to be acquired in the two cycles of secondary school, as well as content tables that outline, for every year of secondary school, the knowledge to be developed and actions to be carried out in order for students to fully assimilate the concepts presented. A column is devoted specifically to learning acquired in elementary school.2 Where applicable, the cells corresponding to Secondary IV and V have been subdivided to present the knowledge and actions associated with each of the options that students may choose based on their interests, aptitudes and training needs: Cultural, Social and Technical option (CST), Technical and Scientific option (TS) and Science option (S).

1.  Examples of strategies are provided in the Appendix.
2.  Information concerning learning acquired in elementary school was taken from the Mathematics program and the document Progression of Learning in Elementary School - Mathematics, to indicate its relevance as a prerequisite and to define the limits of the elementary school program. Please note that there are no sections on vocabulary or symbols for at the secondary level, these are introduced gradually as needed.