Matematiska förmågor : Värderingar, strategier och hinder efter fem år med en läroplan

The Swedish curriculum for mathematics was changed in 2011. The new document gives more emphasis than previous curricula to mathematical competencies as basis for teaching and assessment. This study aims at investigating Swedish upper secondary school teachers’ beliefs with regards to mathematical competencies, as well as the strategies adopted and the obstacles perceived by the teachers when teaching mathematics from a competencies perspective.A survey of personal interviews with teachers of mathematics active in the Swedish upper secondary school has been conducted. This study shows that teachers primarily regard mathematical competencies from an assessment perspective. Few teachers formulate explicit strategies for their teaching in mathematical competencies. Among the most important perceived obstacles are reluctant student attitudes towards this perspective in mathematical teaching