To prepare young Quebecers for the demanding world of the twenty-first century, schools must focus on the students' cognitive growth and the development of basic skills (i.e. communication and problem-solving skills as well as the ability to work with technology).

Because society is changing so rapidly, and owing to developments in the field of mathematics education, it is important to stress the interconnection of knowledge, skills and attitudes when teaching this course.

Mathematics 426: Transitional Version is the first course in the intermediate sequence of mathematics courses, which falls between the basic sequence (i.e. Mathematics 416-514) and the advanced sequence (i.e. Mathematics 436-536). Furthermore, the transitional version of Mathematics 426 differs from Mathematics 416 in two ways. First, it covers more material in greater detail and deals with more complex situations, problems and applications. Secondly, the students must use precise terminology and formal notation, always be rigorous and precise, and justify every step in their solutions.

In addition to ensuring that students are prepared to purse a post-secondary education, mathematics education should provide fertile ground for the development of skills that will be useful to them in the future: As Resnick and Klopfer have noted, "Graduates must not only be literate; they must also be competent thinkers."

mata426.pdf  (392 KB, Mathematics 426) 1999 - Code: 16-3300A