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The following link to intermediate objectives for some, if not all, Quebec
high school mathematics courses.
The intermediate objectives as quoted and sometime annotated here provide a
check list to follow.
Mathematics education in Quebec would have been stronger and
clearer if the online documents for the Quebec high school program had been
limited to the statement of intermediate objectives. The lack of clarity or
readability of the original documentation has undermined sabotage mathematics
education and the formation of mathematics teachers in Quebec since the
composition of these documents in the late 1990s. The posting here of
the intermediate objectives online in December 2006 provides a remedy, a
remedy that is a decade or so overdue. The intermediate objectives, at least
in part reflect the hierarchical nature of mathematics in which key
skills and concepts need to be met and mastered, if not discovered, one at a
time and one after another, cumulatively. The current reform of primary
school and high school instruction needs to respect and support the logical
development as indicated by the intermediate objectives. Anything else will
continue or worsen the present state of instruction in Quebec.
The MEQ in its online document for mathematics 5816-116 says the following
about intermediate objectives.
| Intermediate Objectives:
Objectives that specify the scope of a terminal objective,
intermediate objectives might also be described as "reference.
objectives." They are not intended as a series of steps to be
completed one after the other. Such a process would give a very fragmented
picture of teaching and learning. Rather, intermediate objectives are:
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Aspects of a theme that have been chosen for the
program.
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Clarifications to ensure that the terminal objective
is clearly understood
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Guidelines that indicate the relationship between the
terminal objective and student learning
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Prerequisites for attaining a terminal objective
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Recommendation: Make Quebec mathematics education program in
mathematics leaner by eliminating the dicussion and emphasis on transformation
geometry. The present treatment in the mutli-authored MEQ approved textbooks
packages for secondary II, III and IV are difficult to understand and that
undermines or sabotages learning and teaching in English langauge schools and
most likely in French language schools where the approved textbooks are employed
in original form. See site lesson plans for secondary I, II, III and IV
for possible improvements - links are in the right margin.
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Quebec English Mathematics Education
A farce is a farce is a farce.
Area Intro
Copy Right Matters
Curriculum Cuts
Intermediate Objectives
MEQ Objectives
Area pages represent an effort to follow and understand the objectives of the
1997-2005, the prior reform, and the
text books required and used 1997-2005. In retrospect, the objectives and texts
in question
are too incoherent, too full of nonsense, for rational comprehension and for
service as a base for the current reform. A farce is a farce,
is a farce
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