In 1988-89 the Connecticut Vocational-Technical School System initiated a program for the ongoing review and upgrading of all trade and academic curricula used in the system's 17 schools to insure that each curriculum is consistent with current standards. Every 3 years the Curriculum Steering Committee for the trade or academic subject conducts a review and an analysis to identify outdated content, approaches, or materials. The revised curriculum incorporates the latest thinking of instructors who teach the subject, suggestions from authorities in the mathematics field, and current instructional approaches in the field of education. This curriculum is intended as a plan for learning topics in algebra, trigonomery, and geometry, and as an aid to the mathematics instructor to prepare students for membership in society. The document is separated into several sections: the Vocational-Technical School Mathematics Sequence; Career Relationships and Requirements; Instructor's Goals; Students' General Competencies; a Common Core of Learning; Personal Goals for Students; Pre-Tech Math History; and a series of 30 units in 3 categories--algebra, trigonometry, and geometry. Each unit provides suggested instructional time, unit objectives, and a list of student competencies required of students after completing the unit. The first category contains 11 algebra units discussing the topics of word problems, factoring, fractions, fractional equations, systems of equations, graphing, exponents, radicals, quadratic equations, inequalities, and ratio, proportion, and variation. The second category contains 11 trigonometry units discussing the topics of trigonometric ratios, right triangles, functions of angles of any size, trigonometric identities, radius measure, special angles, composite angle formulas, solving oblique triangles, vectors, and graphs of trigonometric functions. The final supplementary category contains eight geometry units dealing with plane figures, measurement, the right triangle, circles, prisms, cylinders, pyramids and cones, and the sphere. Computer software and a textbook are suggested. (MDH)