Mathematics subject curriculum (MAT1-03)

Purpose

Mathematics is part of our global cultural heritage. Throughout the ages, humankind has used and developed mathematics to explore the universe, to systematise experiences and to understand relationships in nature and society. Another source of inspiration for the development of the subject has been the joy people have felt when simply working with mathematics. The subject is part of many vital areas in society, including medicine, economics, technology, communication, energy management and construction. Proficiency in mathematics is thus a prerequisite for the development of society. An active democracy requires citizens who are able to study, to understand and to critically evaluate quantitative information, statistical analyses and economic prognoses. Hence mathematical proficiency is required to understand and influence processes in society.

Problem solving is a part of mathematical proficiency; it means analysing and transforming a problem into mathematical form, solving it and assessing its validity. This also has linguistic aspects, such as reasoning and communicating ideas. Aids and technology are used in most mathematical activities. Both being able to use and to evaluate aids and technology and recognising their limitations are important aspects of the subject. Proficiency in mathematics is an important tool for each individual, and the subject can form the basis for pursuing further education and for participation in working life and recreational activities. Mathematics underpins important elements of our cultural history and the development of logical thinking. In this way, the subject plays a key role in general education by influencing identity, ways of thinking and self-understanding.

The mathematics subject in school helps the pupil develop mathematical proficiency needed by society and by each individual. To attain proficiency, pupils must be allowed to work both theoretically and practically. The teaching of mathematics alternates between inquiry-based, playful, creative and problem-solving activities and skills training. Mathematics shows its usefulness in practical applications and as a tool in technology and design. Central ideas, forms, structures and relations in the subject are utilised in learning activities. Both girls and boys must be given the opportunity to gain rich experiences that create positive attitudes towards and competence in the subject. In this way, the foundation for lifelong learning is laid.