NITO on new mathematics plan: "Good that the minister has listened to the academic communities"
From August 2026, the Government will introduce a new curriculum in mathematics for grades 1–10, where basic numeracy skills are highlighted more clearly.
Safina de Klerk, Vice President of NITO, praises Minister of Education and Research Kari Nessa Nordtun for listening to the school and the academic communities.
- It is gratifying that the minister has listened to the school and organizations such as NITO. We clearly recognize much of what we recorded to the Directorate of Education in the hearing, and it will benefit the students," says de Klerk.
Clearer goals and more arithmetic are the right direction
- Clearer competence goals and a clearer requirement for numeracy skills are an important step in the right direction. Too many students struggle with basic arithmetic, and this affects both motivation and the path forward towards science subjects and technology professions," says de Klerk.
- In our consultation response, we asked for fewer competence objectives, especially at the lowest levels, less emphasis on exploratory learning methods and clearer requirements for arithmetic. Much of this seems to be taken care of in the new curriculum.
The subject of mathematics must also become more practical
- Vocational teachers at NITO talk about students who struggle to measure physical objects and convert meters to millimeters. At the same time, the subject of mathematics has become too language-heavy. It must become more practical and realistic if the government's measures are to have full effect in the classroom," says de Klerk.
- It is also about what kind of tasks the students are given on exams and on the tests.
Still worried about S mathematics
- The government still has plans to replace S-mathematics in upper secondary school with mathematics for economics and statistics. We are highly critical of this. It is crucial that a replacement for S-mathematics is equated with R1 mathematics by the universities and university colleges. If not, we risk that fewer students qualify directly for science and technology studies, completely contrary to what Norway needs," de Klerk concludes.
