MA1204 - Mathematics D MA1204 - Mathematics D Aim of the subject: Upper secondary education in mathematics builds further on knowledge corresponding

to that attained by pupils in the compulsory school by broadening and deepening the subject. The subject aims at providing a knowledge of mathematics for studies in the chosen study orientation and for further studies. The subject should provide the ability to communicate in the language and symbols of mathematics, which are similar throughout the world. The subject also aims at pupils being able to analyze, critically assess and solve problems in order to be able to independently determine their views on issues important both for themselves and society, covering areas such as ethics and the environment. The subject aims at pupils experiencing delight in developing their mathematical creativity, and the ability to solve problems, as well as experience something of the beauty and logic of mathematics. Goals to aim for: The school in its teaching of mathematics should aim to ensure that pupils: 1. 2. 3. develop confidence in their own ability to learn more mathematics, to think in mathematical terms, and use mathematics in different situations, develop their ability to interpret, explain and use the language of mathematics, its symbols, methods, concepts and forms of expression, develop their ability to interpret a problem situation and formulate this in mathematical terms and symbols, as well as choose methods and aids in order to solve problems, develop their ability to follow and reason mathematically, as well as present their thoughts orally and in writing, develop their ability with the help of mathematics to solve on their own and in groups problems of importance in their chosen study orientation, as well as interpret and evaluate solutions in relation to the original problem, develop their ability to reflect over their experiences of concepts and methods in mathematics and their own mathematical activities, develop their ability to work in a project and in group discussions work with the development of concepts, as well as formulate and give their reasons for using different methods for solving problems, develop their ability to design, fine-tune and use mathematical models, as well as critically assess the conditions, opportunities and limitations of different models, deepen their insight into how mathematics has been influenced by people from many different cultures, and how mathematics has developed and continues to develop, develop their knowledge of how mathematics is used in information technology, as well as how information technology can be used for solving problems in order to observe mathematical relationships, and to investigate mathematical models.

4. 5.

6. 7.

8. 9. 10.

Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes.

Not for sale. 1/5

MA1204 - Mathematics D Structure and nature of the subject: Over thousands of years of development, mathematics has contributed to our cultural heritage. Mathematics is a precondition for major developments in society and permeates the whole of society, often in ways that are invisible to the untrained observer. Mathematics has been developed not only out of practical necessity, but also as a result of Mans curiosity and desire to explore and expand mathematics as an end in itself. The concepts, methods and theories of mathematics have evolved in different cultures. Mathematics is a dynamic international science, whose methods, concepts and areas of knowledge are being continuously developed. In mathematics, well-defined concepts are used and built up into theories by logically and rigorously proving that the hypotheses formulated are valid. The results of the proof are formulated as propositions or relationships, which show how concepts can be used. New concepts are introduced as a consequence of trying to find solutions in subjects using mathematics, or from ideas within mathematics itself. Mathematics is a human conceptual construction and mathematical problem solving is a creative activity. At the same time, mathematics requires perseverance in thinking and an understanding that solving problems is a process requiring time. This process can be developed in a group, as well as by individuals reflecting over their own knowledge and learning. This also applies to the subject of Mathematics in school. Problem solving, communication, using mathematical models, and the history of mathematical ideas, are four important aspects of the subject that permeate all teaching. Access to new technical aids has to some extent changed the content of mathematics. Numerical, graphical and algebraic methods are used, and new types of problems of a more complex nature can be studied in the subject. Technical aids are, however, of limited value without knowledge of underlying concepts and methods. Understanding, analysis of the whole procedure for solving problems and critically examining results, as well as the ability to draw conclusions are the foundations of mathematics in the upper secondary school. An important part of solving problems is designing and using mathematical models and in different ways communicating mathematical ideas and processes of thinking. Both in everyday and vocational life, there is an increasing need to understand the meaning of and be able to communicate on issues with a mathematical content. The history of mathematics can contribute to an understanding of how different concepts and relationships have developed. This can help to counteract our understanding of mathematics as an impersonal unchanging subject, built up out of fixed rules to be learned by heart. The power of mathematics as a tool for understanding and modelling reality becomes evident when the subject is applied to areas that are familiar to pupils. Upper secondary school mathematics should thus be linked to the study orientation chosen in such a way that it enriches both the subject of mathematics and subjects specific to a course. Knowledge of mathematics is a prerequisite for achieving many of the goals of the programme specific subjects. The subject of Mathematics in the upper secondary school is built up from a number of areas: arithmetic, algebra, geometry, theory of probability, statistics, theory of functions, trigonometry as well as differential and integral calculus and differential equations. The extent
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale. 2/5

MA1204 - Mathematics D to which some of these areas are covered in the mathematics courses of the compulsory school varies and they are deepened and developed in the upper secondary school. New areas are introduced, deepened and gradually extended in the upper secondary school.

Goals that pupils should have attained on completion of the course. Pupils should: 1: be able to independently analyse, implement and report, orally and in writing, a more comprehensive task where knowledge from different areas of mathematics is used. 4-5: be able to formulate, analyse and solve mathematical problems of importance for applications and their selected study orientations with an in-depth knowledge of concepts and methods learned in earlier courses Trigonometry (T): T1: be able to use a circle to define trigonometric concepts, show trigonometric relationships and provide complete solutions for simple trigonometric equations, as well as be able to use these in solving problems T2: be able to draw graphs of trigonometric functions, as well as use these functions as models for real periodic processes T3: be able to derive and use formulae which are needed to transform simple trigonometric expressions, and solve trigonometric equations T4: be able to calculate the sides and angles of a triangle Differential and Integral Calculus (D): D5: be able to explain the rules for derivatives and be able themselves to derive these for trigonometric functions, logarithmic functions, compound functions, product and quotients of functions, as well as be able to apply these rules in solving problems D6: be able to use derivatives of second order in different application contexts D7: be able to explain and use the thinking behind some of the methods for solving numerical equations, as well as when solving problems, be able to use graphical, numerical or software for processing mathematical symbols
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale. 3/5

MA1204 - Mathematics D D8: be able to explain the concept of differential equations, and be able to give examples of some simple differential equations, and present problem situations where they can occur D9: be able to determine primitive functions and use these in solving problems D10: be able to explain the meaning of the concept of integrals, and clarify the relationship between integrals and derivatives, as well as set up, interpret and use integrals in different types of basic applications D11: be able to present the thinking behind and be able to use some methods of numerical integration, as well as when solving problems, be able to use graphical, numerical or symbol processing software to calculate integrals Grading Criteria for Pass (G) G1: Pupils use appropriate mathematical concepts, methods, models and procedures to formulate and solve problems in one step. G2: Pupils carry out mathematical reasoning, both orally and in writing. G3: Pupils use mathematical terms, symbols and conventions, and carry out calculations in such a way that it is possible to follow, understand and examine the thinking expressed. G4: Pupils differentiate between guesses and assumptions from given facts, as well as deductions and proof. Grading Criteria for Pass with distinction (VG) V1: Pupils use appropriate mathematical concepts, methods, models and procedures to formulate and solve different types of problems. V2: Pupils participate in and carry out mathematical reasoning, both orally and in writing. V3: Pupils provide mathematical interpretations of situations and events, as well as carry out and present their work with logical reasoning, both orally and in writing.

Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes.

Not for sale. 4/5

MA1204 - Mathematics D V4: Pupils use mathematical terms, symbols and conventions, as well as carry out calculations in such a way that it is easy to follow, understand and examine the thinking they express, both orally and in writing. V5: Pupils demonstrate accuracy concerning calculations and solutions to different kinds of problems, and use their knowledge from different fields of mathematics. V6: Pupils give examples of how mathematics has developed and been used throughout history, and the importance it has in our time in a number of different areas. Criteria for Pass with special distinction (MVG) M1: Pupils formulate and develop problems, choose general methods and models for problem solving, as well as demonstrate clear thinking in correct mathematical language. M2: Pupils analyse and interpret the results from different kinds of mathematical reasoning and problem solving. M3: Pupils participate in mathematical discussions and provide mathematical proof, both orally and in writing. M4: Pupils evaluate and compare different methods, draw conclusions from different types of mathematical problems and solutions, as well as assess the reasonableness and validity of their conclusions. M5: Pupils describe some of the influences of mathematics in the past and present on the development of our working and societal life, as well as on our culture.

Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes.

Not for sale. 5/5