The first stage involved a temporary reorganization of the Secondary IV and V programs, with a view to adapting them to the new subject-time allocation. A transitional program for Secondary IV has been in place since September 1991, and for Secondary V since September 1992.

The second stage consists in a more extensive reorganization of all secondary-level mathematics programs. This part of the process will see more emphasis placed on the basic orientations of the programs offered in the 1980s as well as a new distribution of learning content. Mathematics 568-116 is the first step in this second stage.

Framework for the Reorganization

Changes to the 116 program were made subject to certain conditions established with respect to the reorganization of the secondary-level mathematics curriculum:

• The reorganization process should not alter the content of the curriculum as a whole.
• The reorganized curriculum should reflect the broad orientations of the programs offered in the 1980s.
• The reorganized curriculum should set out objectives specific to each year of secondary school rather than objectives to be attained by the end of each cycle.
• The reorganization process should facilitate the transition between the elementary and secondary curricula.1
• The reorganization process should make it possible to restore balance in and consolidate the sequence of compulsory courses.
• The reorganized curriculum should take into account the framework for the distribution of related content validated during the province-wide consultation in the fall of 1990.
• The reorganization process should take into account the time allotted for the 116 program in the Basic School Regulation for Secondary School Education.

mata116.pdf  (428 KB, Mathematics 116) 1993