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Mathematical thinking and problem solving are essential parts of learning mathematics described in the Finnish National Core Curriculum for Basic Education. Evaluations on both have been done at national and international level. However, in a request for deeper understanding of pupils’ mathematical thinking we need to move beyond paper tests. This paper is a first look into the mathematical thinking of two Finnish girls, Emma and Nora, in their final year of Finnish comprehensive school. After solving a real-life situated problem in a classroom, the girls talk about mathematics and problem solving in an interview. The focus of the analysis is on the learning objectives, core content and final-assessment criteria related to thinking skills and methods in the Finnish curriculum. Also some results on metacognition and affect will be reported. The results suggest that while both pupils have similar achievement level in mathematics, their competences are different: Emma is more competent in problem solving and Nora is more self-confident and self-guided in learning mathematics and can more easily recognize mathematics outside school.

Two finnish girls and mathematics: Similar achievement level, same core curriculum, different competences