The mathematics curriculum for Grades 10 to 12 offers students a choice of routes through the different mathematics courses offered. Although each student’s exact route will depend on a variety of factors, there are three main pathways:
The Applications of Mathematics Pathway
The Applications of Mathematics pathway provides a practical, contextual focus that encourages students to develop their mathematical knowledge, skills, and attitudes in the context of their lives and possible careers. The instructional approaches used to develop the required mathematical concepts emphasize concrete activities and modeling, with less emphasis on symbol manipulation. When needed, students should have access to technology that extends their basic skills and knowledge and allows them to repeatedly investigate and model mathematical concepts and issues.
Students from the Applications of Mathematics pathway will be well prepared for many post-secondary programs that do not require calculus as part of the program of studies. The breadth of the Applications of Mathematics curriculum is intended to prepare students for entrance into many certificate programs, diploma programs, continuing education programs, trades programs, technical programs, and some degree programs.
The Essentials of Mathematics Pathway
In order to meet the challenges of society, high school graduates must be numerate. Students following this pathway will have opportunities to improve their numeracy skills and concepts. Developing a sense of numeracy will help them to understand how mathematical concepts permeate daily life, business, industry, and government. Students need to be able to use mathematics not just in their work lives, but in their personal lives as citizens and consumers. It is intended that students will learn to value mathematics and become confident in their mathematical abilities.
The Principles of Mathematics Pathway
Students following the Principles of Mathematics pathway will spend more time developing their understanding of symbol manipulation and of generalizations of more sophisticated mathematical concepts. Although there is an increased focus in this pathway on the applications of mathematics, one of the primary purposes of Principles of Mathematics will be to develop the formalism students will need to continue on with the study of calculus.
Both Applications of Mathematics 12 and Principles of Mathematics 12 have a provincial exam component. Students who successfully complete Applications of Mathematics 11, Essentials of Mathematics 11, or Principles of Mathematics 11 will meet British Columbia’s graduation requirements.
Calculus 12
Calculus 12 is intended for students who have completed (or are concurrently taking) Principles of Mathematics 12 or who have completed an equivalent college preparatory course that includes algebra, geometry, and trigonometry. Students taking Calculus 12 should be prepared to write the UBC - SFU - UVic - UNBC Challenge Examination if they choose to do so. For more information concerning the Challenge Examination contact the Mathematics Department at one of these universities. Some schools may choose to develop articulation agreements with their local colleges. Students under these agreements may receive credit for first-term calculus (depending upon the particular agreement).
Calculus 12 Prerequisites
In Mathematics Proficiencies for Post-Secondary Mathematics/Statistics Courses: Project Report (Neufeld, 1999), the following concepts and skills (listed in descending order of importance) were identified as "essential" to "marginally important" for students to possess in order to attempt a course in calculus:
Teachers are urged to assess their students’ mathematics proficiency as it relates to these topics so that any deficiencies can be addressed before new calculus concepts are taught.
ORGANIZATION OF THE CURRICULUM
The prescribed learning outcomes for the courses described in this Integrated Resource Package are grouped under a number of curriculum organizers. These curriculum organizers reflect the main areas of mathematics that students are expected to address. They form the framework of the curriculum and act as connecting threads across all grade levels for each pathway. The organizers are not equivalent in terms of number of outcomes or the time that students will require in order to achieve these outcomes. Suggestions for estimated instructional times have been included in this IRP. Teachers are expected to adjust these estimated instructional times to meet their students’ diverse needs.
Within each course, the prescribed learning outcomes under many of the curriculum organizers are grouped under one, two, or three suborganizers. Each set of prescribed learning outcomes is introduced by a broad statement of the associated general learning outcomes for mathematics. (Material related to the general outcomes or suborganizers is not addressed in every course.)
The ordering of organizers and outcomes in the Grade 10 to 12 mathematics curriculum does not imply an order of instruction. The order in which various outcomes and topics are addressed is left to the professional judgment of teachers.
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2000 Copyright. All Rights Reserved. BC MOE Curriculum
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Maintained by: Mathematics Coordinator
Revised: November 22, 2000
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