Description of Advanced Mathematics Programs and Curriculum

Sweden: Description of the Advanced Mathematics Programs and Curriculum

Four consecutive mathematics courses, Mathematics 1–4, comprise the mathematics curriculum covered by Swedish advanced mathematics students in upper-secondary school. In addition, students can choose to take additional mathematics courses. All courses are defined by a national curriculum including the goal of the subject, core content, and assessment criteria. These curricula describe learning objectives in short texts and teachers are expected to interpret the brief descriptions.

The curriculum dictates that mathematics courses should give students the opportunity to develop their ability to:

  • Use and describe the meaning of mathematical concepts and their inter-relationships
  • Employ procedures and solve standard tasks with and without tools
  • Formulate, analyze and solve mathematical problems, and assess selected strategies, methods and results
  • Interpret a realistic situation and design a mathematical model, as well as use and assess a model’s properties and limitations
  • Follow, apply, and assess mathematical reasoning
  • Communicate mathematical thinking orally, in writing, and in action
  • Relate mathematics to its importance and use in other subjects, in a professional, social and historical context

These competencies are the same for all courses, but the core content differs.

Algebra is introduced in compulsory school, and given a more comprehensive coverage in upper-secondary school. Early on in upper-secondary school the concept of linear inequality as well as algebraic and graphical methods for solving linear equations and inequalities, and exponential equations are introduced. Students later learn about logarithms. Students learn to solve different kinds of equations, including exponential, second degree polynomial and root equations, as well as systems of linear equations. The core content covers the concept of absolute values, and the concepts of polynomial and rational expressions, and generalization of the laws of arithmetic for dealing with these concepts. Furthermore, the number system is extended through the introduction of the concept of complex numbers in connection with solving second-degree equations. Mathematics 4 gives a more comprehensive coverage of different aspects of complex numbers.

In Geometry, the core content is mostly found in the first two mathematics courses. In Mathematics 1, students are introduced to the concepts of sine, cosine and tangent, as well as vectors and their representations. Students add and subtract vectors and do scalar multiplication. Geometry is used in order to illustrate the concepts of definition, theorem and proof. Students learn about the properties of the equation of a circle and are introduced to the unit circle in defining trigonometric concepts. In Mathematics 4, the core content contains a deeper coverage of trigonometry, for example methods for solving trigonometric equations.

Content relating to functions and calculus is found under the heading of Relationships and Change in all four mathematics courses. Students are taught about different kinds of functions and their properties. Calculus is added in Mathematics 3, starting with a brief introduction to continuous and discrete functions, as well as the concept of limits. Differentiation and use of the rules of differentiation for power and exponential functions, and also sums of functions, is described in the core content, as are algebraic and graphical methods for determining the value of the derivative of a function. Lessons should cover algebraic and graphical methods for solving extreme value problems using sign tables and second derivatives, and the relationship between the graph of a function and the first and second derivatives of a function. In Mathematics 4, the study of functions is expanded to include properties of trigonometric functions, logarithmic functions, compound functions and absolute values as functions. Lessons in differentiation and the use of the rules of differentiation for trigonometric, logarithmic, exponential and compound functions, and also the product and quotients of functions are included. In addition, students are expected to learn about algebraic and graphical methods for determining integrals with and without digital tools.

The core content also includes some arithmetic as well as probability and statistics, covered in the first two courses, and not as relevant to studies in advanced mathematics.

Problem solving is described as a core content in all four courses taken by advanced mathematics students in Sweden. Lessons cover strategies for mathematical problem solving including the use of digital media and tools, mathematical problems of importance in societal life and applications in other subjects, and mathematical problems related to the cultural history of mathematics.