Principles of Mathematics 12 is designed for students who intend to enter post-secondary institutions to study in those fields which require some mathematics beyond the Grade 12 level. Students who have a particular interest in mathematics, or who have career aspirations in the fields of engineering, mathematics, the sciences, economics and some business programs, are encouraged to take the Principles of Mathematics pathway. Principles of Mathematics 12 is designed for those students who have achieved at a satisfactory level in Principles of Mathematics 11, who have mastered the appropriate algebraic techniques and who have demonstrated that they can understand abstract material. Problem solving is emphasised in the course and will be an ongoing theme in each unit. Although there will be a focus on the applications of mathematics, the main purpose of the program is the development of the formalism needed to continue on with the study of calculus. New technology has changed the kind of mathematical problems encountered today, as well as the methods that mathematicians use to investigate them. Graphing-capable utilities such as computers and calculators, are powerful problem-solving tools. Both will be used during the Principles of Mathematics program and it is strongly recommended that each student purchase a graphing-capable calculator for use during this course and subsequent mathematics courses they may take. It is important to recognize that calculators and computers are tools that simplify, but do not accomplish, the work at hand. The availability of calculators does not eliminate the need for students to learn basic and necessary facts and algorithms. It is important that students understand the full implications of different algebraic features and be able to demonstrate their understanding in a calculator-free environment and not use the calculator to subvert understanding of critical ideas. Starting in the 2004 school year the multiple-choice section of the Provincial Examination (Part A) is now composed of 44 questions. The first 16 questions are to be done without the use of any calculator whatsoever. The intention of creating a non-calculator component of the examination is so that particular prescribed learning outcomes (PLOs) can be tested as they were intended.