Styrning genom bedömning: förändringar i den svenska läroplanen i matematik för högstadiet med avseende på problemlösning, 1994 - 2011

Sammanfattning: In 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’s theory of classification and frame.