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Mathematics is a necessary tool both for other subjects at upper secondary level and for a number of subjects in tertiary education. Education in mathematics aims to give students confidence in their own thinking as well as their own ability to learn and use mathematics in different situations. Education is to develop students curiosity, openness, analytical ability, creativity and perseverance when solving mathematical problems as well as the ability to generalise, abstract, and perfect, solutions and results and to present them clearly. The course is designed towards students experiencing satisfaction in mastering mathematical concepts and methods, in discovering patterns and relationships, and solving problems, as well as learning to use and realise the value of mathematical symbols and expressions. It is essential that students learn to understand and conduct mathematical reasoning, create and use mathematical models and critically examine their conditions, possibilities and limitations, as well as learning how to give an account of their thoughts, both verbally and in writing. Students are to learn that mathematics has historical roots in many ancient civilisations, and gain insight into how mathematics has developed and is still developing, and become familiar with the appropriate use of calculators and computers as mathematical tools.
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Mathematics is a way of investigating and structuring theoretical and practical problems. Mathematics is also a way of thinking with elements of both intuition and logic. Mathematics is concerned with being able to formulate hypotheses, testing them, and drawing conclusions, as well as being able to convince others of the validity of ones reasoning. In mathematical argument, a few qualities that are intuitively true are stated, and starting from these, other qualities and relationships are derived. Mathematics is also a language which, via its symbols, makes it possible to express complicated ideas and statements concisely and precisely, and to process them logically. Access to new technical aids has partly changed the content of, and methods used in mathematics. Many routine operations, primarily of a numerical and graphical nature, can now be carried out using calculators and computers. The move towards understanding, analysis and the whole procedure of problem solving and critical examination of results, as well as the ability to draw conclusions, becomes more important than training skills in isolation. In a creative mathematical problem solving process different methods enrich one another. Within the subject of mathematics, algebraic, numeric and graphic methods are used - the latter both with and without the aid of calculators and computers. Problem solving, using mathematical models, communication, and the history of mathematical ideas, are four important aspects of the subject to taught.

Mathematics as a subject at upper secondary level deals with the following areas of knowledge: arithmetic, geometry, trigonometry, the theory of probability, statistics, algebra, the theory of functions, differential and integral calculus. Certain parts are included in mathematics courses at compulsory school level and are deal with in more depth at upper secondary level. Other areas require such previous knowledge that they can only be dealt with at later stages of upper secondary education. At the upper secondary level the subject "mathematics" is divided into extendible courses A, B, C, D, and E. Locally there are numerous opportunities to design courses and utilise the time frame variation provided in the different programmes.

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The course is designed to give a knowledge of mathematics required for decision making in everyday situations, in private life and society. In addition the course is to provide the necessary basis for working life and for further studies.
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have broadened and extended their under- standing of numbers to include real numbers written in different ways, have increased their ability to do mental arithmetic, make estimates and choose suitable units when solving problems, and have the experience of using computer programmes in calculations, be able to choose calculation methods, and suitable aids for numerical calculations, be used to checking the probability of results, and to realise that calculations using measurement figures give results with limited exactitude, understand the meaning of and be able to use: per mil, ppm, index, prefix , and powers using integral exponents,
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be able to apply basic geometric propositions, and explain the formulae, and understand the reasoning used in solving problems, be able to calculate circumference and area of plane figures, and the area and volume of some simple bodies, and be able to draw figures connected with them, be able to use scales for calculations, and to interpret and construct drawings and maps, be able to use sines and cosines to solve simple problems.
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be able to interpret and critically examine data from different sources, calculate simple spatial measurements, and to present data in tabular and diagram forms, drawn by hand or using technical aids, be able to examine critically the types of statistics which usually occur in society,
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be able to write, interpret and use simple algebraic formulae, and be able to use them in practical problem solving,

be able to solve linear equations and simple equations using powers, using appropriate methods for the problem at hand - numeric, graphic or algebraic,
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be able to draw and interpret simple graphs describing everyday processes, be able to set out, use and illustrate graphically, linear functions and simple exponential functions as models for real processes within, for example, private economy, social conditions and science, be able to use technical aids to draw graphs.

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Pre-requirement: Mathematics A
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The course aims to provide pupils with increased insight into mathematical concepts and methods, so that they, using mathematical models, can solve problems in various fields.
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be able to explain, and use in problem-solving, certain central theorems of classical geometry;
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be able to calculate probability in simple multistage random trials, and are to be able to estimate probabilities by studying relative frequencies; understand the difference between different measures of central tendency and to be able to recognise and interpret various measures of spread; have knowledge of normal distribution and be able to use it to calculate simple probabilities; be able to use a graph or table as a basis for discussing the connection between two variables, and see the difference between correlation and causal connection;
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be able to solve quadratic equations, linear inequalities and systems of linear equation using graphical and algebraic methods;
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know what constitutes a function, and to be able to set up, interpret and use elementary functions, using numerical, algebraic and graphic methods.

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Pre-requirement: Mathematics B
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The course aims to give students a deeper understanding of mathematics and its methods so that they will be able to solve problems involving change and extreme values; and to give an insight into how statistical investigations are conducted and evaluated.
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be able to interpret and use logarithms and powers with real exponents as well as to solve problems using these forms; to be able to use mathematical models based upon the sums of geometric sequences;
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be able to plan, conduct, analyse and report on a statistical investigation and to discuss random sampling and various types of error within a statistical context; be able to understand the construction of index series and use these indices as tools of comparison;
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be able to recognise how computer software/ programmes can be used in the study of applied mathematical models;
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be able to explain and illustrate the concepts of coefficient and derivative; be able to calculate numerically the value of the derivative where the function is given in graph, formula or table form; be able to understand the connection between the graph of a function and the values of its first and second derivatives, and to apply this knowledge to situations where graphical techniques may be available; be able to understand the origin of the natural number e and the rules for the derivatives of several elementary functions from a numerical or graphical perspective.

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Pre-requirement: Mathematics C
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The course aims to give students the mathematical knowledge which is required for further studies in the fields of the behavioural sciences, economics, the social sciences and those natural sciences not requiring extreme mathematical rigour.
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be able to understand how the unit circle can be used to define the trigonometric functions and give complete solutions for simple trigonometric equations; be able to construct graphs of trigonometric functions of the type y = a.sin(bx + v) + c and use these functions as models for periodic events in real time; be able to deduce and use the formula required to form simple trigonometrical expressions and solve trigonometrical equations; be able to calculate the lengths of sides and size of angles in irregular triangles;
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be able to deduce or explain numerically/ graphically the rules for the derivatives of trigonometrical functions and for compound functions; be able to deduce and apply the product and quotient rules for the derivatives of more complicated functions; be able to understand the thought processes required for various numerical methods of equation solving, using graphical/numerical software as a solution aid; be able to understand the notion of differential equation and decide if a suggested function is the solution to a given equation; be able to use primitive functions in problem solving applications; be able to understand the meaning of the term integral and recognise the connection between integral and derivative; be able to set up, interpret and use integrals in area and volume calculations and other applications; understand the thought processes required be able to for several methods of numerical integration and use graphical /numerical software in the calculations of integrals when solving problems.

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Pre-requirement: Mathematics D
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The course aims to give students a deeper understanding of mathematics required for higher level studies in mathematically intensive courses. The student should develop his/her ability to work independently and with responsibility in a minor problem-solving project.
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be able to understand how the set of real numbers can be extended to include complex numbers; be able to manipulate complex numbers written in different forms and solve simple polynomial equations involving complex roots;
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be able to formulate, analyse and solve problems which require the determination of derivatives and integrals; be able to set up differential equations as models for realistic situations; be able to give exact solutions to various simple differential equations and understand the thought processes required for the numerical solution of these. In addition, students are to be able to demonstrate their ability to independently analyses carry through and report on a task of a more demanding nature.