Summary of the article “Mathematics Lessons from Finland and Sweden” that written by Rebecca L. Seaberg

Finland has become known for its steady improvements in its educational system over the past forty years and for high scores in reading, math, and science, according to the Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) of fifteen-years-old conducted every three years since 2000. Mathematics classrooms in Finland and Sweden are very similar to what would be considered traditional classrooms in the United States.

The mathematics lesson study in Finland is emphasis on on some key concepts like everyday applications, problem solving, and the student’s own thinking, experimental learning and the student’s active role in acquiring information. Mathematics textbooks in Finland have all the answers in the back of the book, so students can always check to see whether they have gotten the right answer. Sweden is similar, except that the books also contain some solutions in the back instead of just answers.

Finnish teachers have more time in their day to plan curriculum, assess learning, provide remedial help, and reflect on their teaching. Schools in Finland and Sweden have more relaxed atmosphere, with at least fifteen minutes between classes. Finnish schools also emphasize cooperation between schools instead of competition. Sweden emphasize on oral communication within math curriculum, different from Finland. Teachers describe the focus in Sweden as more accommodating to the student’s needs, whereas in Finland the priority seemed to be that everyone should learn the subjects well.

The only standardized assessment in Finland, the Matriculation Examination (ME), is taken at the end of grade 12 in upper-secondary school and is a significant factor in acceptance to university programs. Even if its just once, the teachers still feels pressured, as they have to prepare the students for the test.

In Finland is that mathematics teachers in lower-secondary school and upper-secondary school must have a master’s degree in mathematics, whereas preschool and elementary teachers must earn a master’s degree in education. Teachers are held in high esteem in Finland. This was because  after World War II, three pillars of society rebuilt Finland: priests, doctors, and teachers. But, teacher in Sweden are poorly respected, and are blamed for many Swedish society’s problem.