Mathematics and curriculum

The Finnish ninth graders who participated in the PISA survey in the spring 2006 have as a rule studied according to the 1994 framework curriculum. The teaching of mathematics in this document was based on the guidelines given by the expert group on mathematics established in 1992. The setting up of the expert group derived from the international report (the Kassel research) of the learning results in mathematics in the late 1980s, on the basis of which the Leikola committee recommended renewals in the teaching of mathematics and establishing a separate group of experts for this purpose. The group proposed that teaching would strive after goal-directed studying, classification of mathematical information, emphasising acquisition of mathematical knowledge and use, problem solving and paying special attention to learning styles. Many of these recommendations and principles were included in the 1994 framework curriculum for mathematics.

Developing the teaching of science has been examined in the final report of the Leikola committee and the memorandum of the evaluation group on science education. Both these documents proposed that teaching should be changed in the direction of investigative and experimental learning. Also the ability to process information was emphasised. In the 1994 curriculum these were central principles. The framework curriculum was set up as goal-oriented, and with understanding concepts and adapting knowledge as central skills. The aims emphasised the connection of the understanding of science with environmental problems.

External assessment of mathematics results

In Finland there are no final examinations at the end of basic education, but the Finnish National Board of Education has regularly evaluated learning results in mathematics. Since 1998 the learning results for mathematics in basic education have been evaluated biennially; altogether this has been done four times in the ninth grade of basic education and twice in the sixth grade of basic education. National evaluation has been used to monitor mathematics skills nationally and also in different parts of the country. The evaluations have been carried out using selected learning results from various schools. However, the schools whose results were not included in the evaluation have had the option to gain the same benefit by having their learning results evaluated by the Finnish National Board of Education. With these external evaluations the schools and the teachers have been able to get regular updates about the skills of their pupils in relation to other schools and to the nationally set objectives. With the help of this information the schools performing below the average have had the opportunity to take the steps needed to rectify the situation on a local as well as regional level.

LUMA development project for mathematics and science