Mathematics 2P-Y (MAT06‑04)
Core elements

Exploration in mathematics 2P-Y means that the pupils search for patterns, find relationships and discuss their way to a shared understanding. The pupils shall place more emphasis on strategies and approaches than on solutions. Problem solving in mathematics 2P-Y means that the pupils develop a method for solving a problem not previously encountered. Computational thinking is important in the process of developing strategies and approaches to solve problems, and means breaking a problem down into sub-problems that can be solved systematically. This also includes evaluating whether sub-problems can be solved best with or without digital tools. Problem solving also means analysing and reformulating known and unknown problems, solving them and evaluating whether the solutions are valid.

A model in mathematics 2P-Y is a description of reality using mathematical language. The pupils shall gain insight into how mathematical models are used to describe everyday life, working life and society in general. Modelling in mathematics 2P-Y means creating such models. It also means to critically evaluate whether the models are valid and what limitations the models have, evaluate the models in view of the original situations, and evaluate whether they can be used in other situations. Applications in mathematics 2P-Y means giving the pupils insight into how to use mathematics in different situations within and outside of the subject.

Reasoning in mathematics 2P-Y means the ability to follow, evaluate and understand mathematical chains of thought. It means that the pupils shall understand that mathematical rules and results are not random, but have clear reasons. The pupils shall formulate their own reasoning in order to both understand and solve problems. Argumentation in mathematics 2P-Y means that the pupils give reasons for their approaches, reasonings and solutions, and prove that these are valid.

Representations in mathematics 2P-Y are ways of expressing mathematical concepts, relationships and problems. Representations can be concrete, contextual, visual, verbal and symbolic. Communication in mathematics P means that the pupils use mathematical language in conversations, argumentation and reasoning. The pupils shall have the opportunity to use mathematical representations in different contexts through their own experiences and in mathematical conversations. The pupils shall have the opportunity to explain and give reasons for the choice of form of representation. The pupils must be able to switch between mathematical representations and everyday language and to switch between different representations.

Abstraction in mathematics 2P-Y means using a formal symbol language and formal reasoning. Generalisation in mathematics P refers to the pupils discovering relationships and structures without being presented a finished solution. The pupils shall have the opportunity to explore concepts and symbols in order to express results and relationships by using algebra and suitable representations.

The fields of knowledge in mathematics 2P-Y are related to the everyday life of the pupils, the work life and the society as a whole. The fields of knowledge form the basis the pupils need in order to develop their mathematical understanding by exploring relationships within and between the mathematical fields of knowledge.