Mathematics constitute an activity of the mind which takes the dimensions of a big human adventure. It is a fertile field for the development of critical thinking, for the formation of the habit of scientific honesty, for objectivity, for rigor and for precision. It offers to students the necessary knowledge for the social life and efficient means to understand and explore the real world whatever the domain is: physical, chemical, biological, astronomical, social, psychological, computer, etc.

The flashing advancement in science and technology has deeply marked modern society. We speak today of the era of “information” like we spoke, a quarter of a century ago, of the industrial era. Now, everybody agrees on the fact that this development could not have been accomplished but by the mathematical tool whose use has allowed to substitute the qualitative description of reality by its quantification and its operational modeling. Today, more than ever, Mathematics proves to be an ineluctable necessity to the life of societies and to their development. This science can no longer remain the property of a specialized elite, but many of its results and means must be acquired by a more considerable number of citizens.

This extension of Mathematics to all the reality, and the increasing demand for its learning have, without doubt, modified the spirit and the use. The reform of its teaching is to be operated in three axes: a new formulation of the objectives, a remodeling of contents and a suitable choice of methods.

1. Formulation of objectives: The fundamental objectives concerning the mental activities and the formation of mathematical reasoning, continue to figure, the stress is mainly on the individual construction of Mathematics; it no longer consists of teaching already made Mathematics but of making it by oneself. Starting with real-life situations in which the learner raises questions, lays down problems, formulates hypotheses and verifies them, the very spirit of science is implanted and rooted.

Our intention is also to form the students to the communication: reading a mathematical text, understanding it, interpreting it, using symbols, graphs, tables etc..., writing a demonstration, explaining a situation, etc... remain essential objectives of the teaching.

2. Remodeling contents: The subjects are not judged according to their theoretical interest but according to their practical interest. They must be accessible to all the students and respond to their need of formation and to their cultural development. Every theoretical overuse was abolished, every virtuosity in the accomplishment of the tasks was omitted. This allowed a significant reduction in the programs which aim to form “well made heads”. The introduction to the calculator and the possibility of using the computer are two technological novelties which will have benefits on the formation. Other subjects which deal with the treatment of information, such as Statistics, allow the new generations to adapt better to socio-economic problems.

3. Method of teaching: The teaching of Mathematics must be organized in such a way as to demythicize it and make it accessible to a larger public. The recommended method consists of starting from real-life situations, lived or familiar, to show that there is no divorce between Mathematics and everyday life. This practice of Mathematics will lead students to the intelligence of conceptual models whose effectiveness will be understood by the transfer of successful teachings.

That was the context in which this new program has been prepared. Our essential aim is to form a citizen capable of critical thinking and intellectual autonomy.

GENERAL OBJECTIVES

The present curriculum, through the acquisition of adequate mathematical knowledge, aims to achieve the following general objectives.

1. Training in the construction of arguments and evaluating them, developing critical thinking, and emphasizing MATHEMATICAL REASONING. These are the major goals of this curriculum. Toward this end, student will be given the chance to observe, analyse, abstract, doubt, foresee, conjecture, generalize, synthesize, interpret and demonstrate

2. SOLVING MATHEMATICAL PROBLEMS is perhaps the most significant activity in the teaching of mathematics. On the one hand, every new mathematical knowledge must start from a real-life problem. On the other hand, students must learn to use various strategies to tackle difficulties in solving a problem. Toward this end, he must be able to serialize, classify, quantify, discover mathematical methods, manipulate simulation techniques, construct and use algorithms, take decisions, verify, apply, measure, use ad hoc techniques and manipulate information.

3. Modern society has a greater need for highly qualified workers and researchers in all areas. The Mathematics curriculum responds to these demands by offering the student an opportunity of practicing the scientific approach, developing the scientific spirit, improving skills in research, establishing relations between mathematics and the surrounding reality in all its dimensions and valuing the role of Mathematics in technological, economical and cultural development.

4. Our intention is to train the student to COMMUNICATE MATHEMATICALLY. To achieve this, he must learn to encode and decode messages, formulate, express information orally, in writing and/ or with the help of mathematicals tools.

5. Aside from being a utilitarian science, Mathematics is also an art. The curriculum gives the student a chance to VALUE Mathematics by helping him to acquire confidence in mathematical methods, to appreciate precision, rigor, order and harmony of mathematical theories, to develop intuition, imagination and creativity, to find pleasure in intellectual activities and persevere at work.

TABLE OF DISTRIBUTION OF PERIODS PER WEEK/YEAR

level	Basic Education									Secondary Education
level	Elementary Level						Intermediate Level			Secondary Education
	First			Second						First	Second		Third
Class	First	Second	Third	Fourth	Fifth	Sixth	Seventh	Eighth	Ninth		Humanities	Sciences	Literature and Humanities	Sociology and Economics	General Sciences	Life Sciences
Number of periods per week	5	5	5	5	5	5	5	5	5	5	4	6	2	4	10	5
Number of periods per year	150	150	150	150	150	150	150	150	150	150	120	180	60	120