Add to ORKGIn this paper I argue that the message system of “what counts as valid knowledge” as a definition of the “curriculum” in regards to problem solving as an ability in the Swedish upper elementary school mathematics has changed by empathizing assessment as a tool to control what is being taught. The argument is based on studying syllabus, commentary material, textbooks and national tests published with each of the two reforms 1994 and 2011. I argue that the syllabus, commentary material, textbooks and national tests seen combined express the intended curriculum in a way that correlates better to reality than what is shown by only studying the official curriculum and syllabus. The conclusions of this study are based on analyses using Bernstein’...