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The results of the Programme for International Student Assessment (PISA) 2022 survey were published in a short report in the autumn of 2023. The report generated a great deal of interest in Norway, mainly due to Norwegian students' poor performance in mathematics. In this anthology, the authors further analyze of the mathematics results in PISA 2022 and previous PISA surveys. The authors examine various aspects of the students' mathematical competence, the core content of mathematics as a subject and they ways in which it is taught. In addition, they examine the extent to which Norwegian students have equal opportunities to master mathematics by looking more closely at characteristics of students who do poorly in mathematics and the significance of socio-economic background to student achievement levels. The results are discussed in a Norwegian school context and in light of the PISA 2022 results for the other Nordic countries, the LK20 curriculum and the COVID-19 pandemic as well as other current research. Some of the chapters have a didactic profile aimed at teachers, student teachers and school leaders, while other chapters are aimed more at researchers, politicians and decision-makers.

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