AP Precalculus - Proposed Course Framework - May 2022 Preview

Sep 20, 2026

Uploaded by Mimi

Proposed Course Framework for AP® Precalculus (May 2022 preview) outlines equitable access principles and the rationale for preparing students for AP success. The framework describes the College Board’s AP program goals, including college-level learning aligned with higher education expectations, critical thinking, and exam-based credit pathways. It also explains how teachers design curricula and how the program structures content and skills into sequential units supported by formative Progress Checks.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages85

Reading Time3 h 34 min

AccessFree to download

Contents

Acknowledgements About AP Course Framework

Introduction

Course Framework Components

Mathematical Practices

Course at a Glance

Unit 1: Polynomial and Rational Functions

Unit 2: Exponential and Logarithmic Functions

Unit 3: Trigonometric and Polar Functions

Unit 4: Functions Involving Parameters, Vectors, and Matrices

AP® Precalculus PROPOSED COURSE FRAMEWORK May 2022 Preview Equity and Access College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved. Contents | Acknowledgements About AP
Course Framework
Introduction
Course Framework Components
Mathematical Practices
Course at a Glance
Unit 1: Polynomial and Rational Functions
Unit 2: Exponential and Logarithmic Functions
Unit 3: Trigonometric and Polar Functions
Unit 4: Functions Involving Parameters, Vectors, and Matrices | 4
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69 | | --- | --- | Acknowledgements College Board would like to acknowledge the following individuals for their assistance with and contributions to the development of this course. All individuals’ affiliations were current at the time of contribution. ADVISORY BOARD David Bressoud, Macalester College, Saint Paul, MN Marilyn Carlson, Arizona State University, Tempe, AZ Stephen Davis, Davidson College, Davidson, NC Kristin Frank, Towson University, Towson, MD Adrian Mims, The Calculus Project, Brookline, MA Roberto Pelayo, University of California – Irvine, Irvine, CA CONTENT WRITING TEAM Grace Cook, Bloomfield College, Bloomfield, NJ Tracey Etheredge-Alford, Barack Obama Male Leadership Academy, Dallas, TX Rebecca George, Georgia Institute of Technology, Atlanta, GA Jerome Heaven, Indiana Institute of Technology, Fort Wayne, IN Roberto Pelayo, University of California – Irvine, Irvine, CA Paul Rodriguez, Troy High School, Fullerton, CA SPECIAL CONTENT REVIEWER Michael Boardman, Pacific University, Forest Grove, OR PACING AND IMPLEMENTATION REVIEWERS Julio Avasan, Olympian High School, Chula Vista, CA Vicki Carter, West Florence High School, Florence, SC Virge Cornelius, Lafayette County High School, Oxford, MS Tracey Etheredge-Alford, Barack Obama Male Leadership Academy, Dallas, TX Eliel Gonzalez, East Longmeadow High School, East Longmeadow, MA Mark Howell, Gonzaga College High School, Washington, DC Jon Kawamura, West Salem High School, Salem, OR Christina Martin, Faith West Academy, Katy, TX Brendan Murphy, John Bapst High School, Bangor, ME Andrew Oberlies, Sequoyah High School, Canton, GA Melissa Walton, Metamora Township High School, Metamora, IL COLLEGE BOARD STAFF Jason VanBilliard, Senior Director, AP Precalculus Natasha Vasavada, Executive Director, New Course Development About AP | College Board’s Advanced Placement® Program (AP® ) enables willing and academically prepared students to pursue college-level studies—with the opportunity to earn college credit, advanced placement, or both—while still in high school. Through AP courses in 38 subjects, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare them for college and beyond. Taking AP courses demonstrates to college admission officers that students have sought the most challenging curriculum available to them, and research indicates that students who score a 3 or higher on an AP Exam typically experience greater academic success in college and are more likely to earn a college degree than non-AP students. Each AP teacher’s syllabus is evaluated and approved b

FAQs

What equity and access principles guide AP programs in this framework?

The framework encourages educators to provide equitable access so academically prepared students can participate in AP. It also emphasizes removing barriers for historically underrepresented student groups and ensuring AP classes reflect student diversity.

How does the College Board describe the purpose of AP courses and exams?

AP courses and exams emphasize challenging, research-based curricula aligned with college expectations. The program is designed to help students develop critical thinking and strong argumentation skills before college.

What role do teachers play in AP course development according to the document?

Teachers design their own curriculum for AP courses and select appropriate college-level readings, assignments, and resources. The framework presents the content and skills targeted on the AP Exam and organizes them into sequential units.

Sep 20, 2026

Uploaded by Mimi

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