Reimagining mathematics education in Sweden: Listening to the views of pre-service teachers

• In Event: Opportunities for social justice and equity in the teaching of mathematics

Proposal

Reimagining mathematics education in Sweden: Listening to the views of pre-service teachers.
Abstract
Improving the teaching and learning of mathematics at all levels has become a central feature of school curricula and educational reforms worldwide, largely due to society’s evolving demands and the indispensable role of mathematics in modern life. In response, governments and educational authorities in Sweden, similar to those in many other countries, have implemented a variety of innovative reforms and interventions designed to enhance students’ learning experiences and strengthen their mathematical achievement. In Sweden, the national curriculum provides a clear and structured framework aimed at promoting students’ mathematical skills and competencies. It explicitly emphasizes that “school should stimulate pupils’ creativity, curiosity, and self-confidence, as well as their desire to explore their ideas and solve problems” (National Agency for Education, 2011, p. 11). This vision positions mathematics not merely as a subject to be mastered but as a tool for cultivating critical thinking, problem-solving, and innovation. Research has long highlighted the generally high quality of Swedish education (Åberg-Bengtsson, 2009; Hansen et al., 2014), and Swedish students have historically outperformed many of their European counterparts (Madej, 2022). However, despite this strong reputation, concerns about mathematics learning outcomes have intensified over the past two decades. In particular, Swedish students’ performance in solving and simplifying algebraic equations and expressions has persistently lagged behind average levels, as reflected in both national assessments and international benchmarks (Madej, 2022; Swedish National Agency of Education, 2012).
In response to these challenges, Sweden introduced the early algebra movement, which incorporated algebra instruction from Grade 1 onward to ensure the systematic development of students’ algebraic competencies (Hemmi et al., 2021). Alongside this, the Boost for Mathematics (BfM) programme was launched as a large-scale professional development initiative aimed at strengthening teachers’ mathematical and pedagogical knowledge. While BfM successfully improved teachers’ subject matter expertise, research indicates that its impact on students’ achievement has been limited (Lindvall et al., 2018). In addition to this, analyses of the 2018 and 2022 PISA and TIMSS results reveal a steady decline in Swedish students’ performance in mathematics (OECD, 2019; OECD, 2023; Henrekson & Sebastain, 2017). These declining outcomes suggest that, despite numerous interventions and professional development programmes, the intended improvements in student learning have not materialized as expected. Given this situation, the perspectives of pre-service mathematics teachers those preparing to enter the profession may provide fresh insights into how mathematics education could be reimagined. Their views are especially significant, as they represent the next generation of educators who will shape classroom practices and influence learning outcomes.
The present study seeks to investigate pre-service mathematics teachers’ perceptions of the future mathematics education in Sweden. To frame this investigation, the research draws on Clarke and Hollingsworth’s (2002) four-domain professional growth model, which consists of the personal domain, external domain, domain of practice, and domain of consequence. This framework provides a structured lens for understanding how teachers’ beliefs, experiences, and professional knowledge interact in shaping their visions of educational practice. Data for this study were collected from 11 open-ended reflections written by pre-service teachers enrolled in different teacher training programmes. Preliminary findings reveal that participants envision the mathematics classroom of the future as a dynamic, flexible, and technology-rich learning environment. They argued that AI is playing an important role in mathematics education and emphasize the importance of fostering collaboration, creativity, and critical thinking, advocating a shift away from rote memorization and toward a more problem-solving and inquiry-based learning approach. Furthermore, participants highlight the necessity of inclusive teaching practices that accommodate diverse learning styles and ensure equitable access to resources. Such practices are seen as crucial for reducing achievement gaps and enabling all students to engage meaningfully with mathematics. The perspectives of pre-service teachers not only shed light on the challenges currently facing mathematics education in Sweden and their perspectives of what the mathematics classroom should look like, but also offer valuable directions for future reform efforts that better align with the demands of a rapidly changing society and the needs of 21st-century learners.
Keywords: Boost for mathematics, perceptions, pre-service teachers, professional growth model, professional knowledge.

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Author

• Ernest Ampadu, KTH- The Royal Institute of technology