In February 2021 the Swedish government announced the revision of curricula in every educational level, to correspond to the Sexuality, Consent and Relationships knowledge field. The purpose of this research is to explore the ways the Swedish high school curriculum, with the support of Skolverket’s webpage, has integrated notions of a) gender and sexuality, b) body in connection to sexuality and c) ethnicity, concerning students. This paper begins with the historical context of sex education in Sweden, reaching the current situation. Then, with a Critical Discourse Analysis (CDA) approach, it attempts to answer the research questions, based on theories from both pedagogical and gender studies to set the basis for the research analysis. The major finding of this research is that the curriculum addresses to large extent issues of inclusivity around gender and ethnicity, with a focus on gender-based violence and consent in relationships. On the other hand, the human body is not actively present in that process, while students’ sexuality is presented as more passive than active. Finally, the language of this new curriculum works in many cases in a cisnormative way while there are parts where language is more inclusive. Τhis research suggests that Swedish educational policies rethink issues of identity in relation to sex education and that they imagine a more active role for students in their own sex education.

For the problem of producing pedagogical step-by-step solutions to mathematical problems in education, standard methods and algorithms used in construction of computer algebra systems are often not suitable. A method of using rules to manipulate mathematical expressions in small steps is suggested and implemented. The problem of creating a step-by-step solution by choosing which rule to apply and when to do it is redefined as a graph search problem and variations of the A* algorithm are used to solve it. It is all put together into one prototype solver that was evaluated in a study. The study was a questionnaire distributed among high school students. The results showed that while the solutions were not as good as human-made ones, they were competent. Further improvements of the method are suggested that would probably lead to better solutions. / För problemet att producera pedagogiska steg-för-steg-lösningar till matematiska problem inom utbildning, är vanliga metoder och algoritmer som används i konstruktion av datoralgebrasystem ofta inte lämpliga. En metod som använder regler för att manipulera matematiska uttryck i små steg föreslås och implementeras. Problemet att välja vilka regler som ska appliceras och när de ska göra det för att skapa en steg-för-steg-lösning omdefineras som ett grafsökningsproblem och varianter av algoritmen A* används för att lösa det. Allt sätts ihop till en prototyp av en lösare vilken utvärderas i en studie. Studien var ett frågeformulär som delades ut till gymnasiestudenter. Resultaten visade att även fast lösningar skapade av programmet inte var lika bra som lösningar skapade av människor, så var de anständiga. Fortsatta föbättringar av metoden föreslås, vilka troligtvis skulle leda till bättre lösningar.