Swedish upper secondary mathematics is, as of this writing (and has been for the past decades), focused on procedural solving of standard exercises in the textbook. My thesis is an attempt to change that.

Most children have no problem playing games. Games usually consists of a set of rules concerning objects in the game and how participants may operate on these objects, e.g. move pieces or combine different objects. From this view, formal mathematics is no more than a game. It has a set of rules, the axioms of set theory and laws of logic. All mathematical results are then deduced from these axioms using the rules of the game. This makes mathematics more reasoning than procedural solving of standard exercises.

In the thesis I first developed a compendium covering an introduction to formal mathematics and the first part of the course Mathematics 1c in the new Swedish curriculum for the upper secondary school. The compendium is thus written in Swedish and it is attached below. After developing the compendium I tested it with students by using it as the textbook during four one-hour long classes.

The conclusion of the thesis, in short, is that formal mathematics can be taught in upper secondary school and that the students want more of this kind of mathematics.