Mathematics education in Switzerland: features of school instruction and assessment of studentachievement

Abstract

The article provides a comprehensive analysis of mathematics education in the Swiss Confederation – a country characterized by a unique decentralized educational model, four official languages, and 26 autonomous cantons. It reveals the structure of Swiss compulsory schooling, which spans 11 years and combines extensive cantonal autonomy with a single, nationwide competence framework established by the HarmoS Agreement (2007). The paper describes the three regional curricula – Lehrplan 21 (adopted by 21 German-speaking and bilingual cantons), Plan d’études romand / PER (French-speaking cantons), and Piano di studio (canton of Ticino) as expressions of shared educational benchmarks that simultaneously preserve the linguistic and cultural identity of each region. The mathematics domain within these curricula is analyzed in detail, focusing on the three-dimensional competence model of Lehrplan 21, as well as the thematic areas of PER and Piano di studio. Furthermore, the study systematizes mathematics competence descriptors across the three cycles of compulsory education. The article highlights the methodological features of teaching mathematics in Swiss schools, including inquiry-based and competence-oriented approaches, self-regulated learning, and the integration of adaptive digital platforms. It outlines the student assessment system ranging from descriptive portfolios and formative reports in primary school to a six-point numerical grading scale in lower secondary school, where mathematics grades play a decisive role in tracking students into academic or vocational educational pathways, alongside the national standardized monitoring system (ÜGK).

The findings demonstrate that while Swiss students consistently achieve high results in the international PISA study (scoring 508 points in mathematics in PISA 2022 compared to the OECD average of 472), the internal ÜGK monitoring reveals significant inter-cantonal disparities in mathematical achievement. This underscores the dual nature of cantonal autonomy, serving as both an advantage and a challenge to the system. Finally, the study substantiates the relevance of the Swiss experience—specifically its competence-based curriculum design, cycle-based assessment models, and the integration of supportive digital platforms – for reforming mathematics education in Ukraine within the context of the New Ukrainian School (NUS) initiative.