**ERIC Number:**ED481755

**Record Type:**Non-Journal

**Publication Date:**2003

**Pages:**92

**Abstractor:**N/A

**Reference Count:**N/A

**ISBN:**N/A

**ISSN:**N/A

Mathematiques 14-24 (Mathematics 14-24).

Alberta Learning, Edmonton.

To set goals and make informed choices, students need an array of thinking and problem-solving skills. Fundamental to this is an understanding of mathematical techniques and processes that will enable them to apply the basic skills necessary to address everyday mathematical situations, as well as acquire higher order skills in logical analysis and methods for making valid inferences. A knowledge of mathematics is essential for a well-educated citizenry. However, the need for and use of mathematics in the life of the average citizen is changing. Emphasis has shifted from the memorization of mathematical formulae and algorithms toward a more dynamic view of mathematics as a precise language, used to reason, interpret and explore. There continues to be a need for the logical development of concepts and skills as a basis for the appropriate use of mathematical information to solve problems. Moreover, the use of available technology along with techniques such as estimation and simulation, incorporated with more traditional problem solving techniques, are the tools with which mathematical problems are solved. Change in the way in which mathematics is used is necessitating a concurrent change in the emphases of mathematics education. Students need an expanded list of fundamental concepts but will also need to understand the ideas that make up those concepts and how they are related. They also require a familiarity with their applications. Most important, students have to be able to solve problems using the mathematical processes developed, and be confident in their ability to apply known mathematical skills and concepts in the acquisition of new mathematical knowledge. In addition, the ability of technology to provide quick and accurate computation and manipulation, to enhance conceptual understanding and to facilitate higher order thinking, should be recognized and used by students. The majority of students who enter senior high school exhibit mainly concrete operational behaviors with regard to mathematics. It is recognized that senior high school mathematics courses include many abstract understandings that students are expected to acquire. The course content of the Senior High School Mathematics Program is cognitively appropriate for the students and should be presented in a way that is consistent with the students' ability to understand. The Senior High School Mathematics Program includes the course sequences Mathematics 16T26, 14T24, 13T23T33 and 10T20T30, plus Mathematics 31. Transfer by students among courses of different sequences is possible. The course sequences commensurate with differing abilities, interests and aspirations, are designed to enable students to have success in mathematics. As well, the mathematics program reflects the changing needs of society, and provides students with the mathematical concepts, skills and attitudes necessary to cope with the challenges of the future. The Mathematics 14T24 sequence is designed for students whose needs, interests and abilities focus on basic mathematical understanding. The emphasis is on the acquisition of practical life skills and students are provided with opportunities to improve their skills in working with mathematics. Students who successfully complete Mathematics 24 may choose to enter directly into a job or select from a limited number of trade programs. The mathematics requirement for the Alberta High School Diploma consists of two courses in mathematics; e.g., Mathematics 14 and Mathematics 24. (Author)

**Publication Type:**Reports - Descriptive

**Education Level:**N/A

**Audience:**N/A

**Language:**French

**Sponsor:**N/A

**Authoring Institution:**Alberta Learning, Edmonton.

**Identifiers - Location:**Canada