Regulations and guidelines for the mathematics test

Approved 8.5.2026, published 20.5.2026

The regulations and guidelines for the mathematics test include, among other things, provisions based on legislation governing the Matriculation Examination. Unless otherwise stated, references to sections in the text refer to the Act on General Upper Secondary Education (714/2018), the Act on the Matriculation Examination (502/2019) and the Decree on the Matriculation Examination (612/2019).

The regulations and guidelines for the mathematics test apply for the first time in the Autumn 2026 examination.

In mathematics, two tests of different levels of difficulty are organised (Act 502/2019, section 3). The test based on the advanced syllabus in mathematics is referred to as the advanced mathematics test, and the test based on the basic syllabus as the basic mathematics test. Candidates may choose whether to take the advanced or the basic mathematics test regardless of their upper secondary studies. The purpose of the mathematics test is to determine whether the student has acquired the knowledge and skills required by the core curriculum for general upper secondary education and has attained sufficient maturity in mastering the subject (Act 502/2019, section 1).

The mathematics test lasts six hours.

The Board prepares the tasks for the matriculation examination tests in accordance with the compulsory and nationally optional studies in the relevant subject included in the general upper secondary education syllabus for young people (Decree 810/2018; Decree 612/2019, section 5).

The tests include interdisciplinary tasks (Decree 612/2019, section 5). Such tasks may be based on the transversal competences described in the national core curriculum for general upper secondary education (2019). Candidates are not required to demonstrate detailed knowledge or skills from another subject in their responses.

The test tasks may include various materials. Where necessary, the materials may be provided as separate files in file formats compatible with software deemed suitable for completing the task. Each file may indicate the software intended for opening it. The candidate chooses which of the programmes included in the test system to use to process the material.

The tests may include tasks or sub-tasks with a character limit. Exceeding the permitted character limit results in a score deduction proportionate to the maximum score for the task or sub-task; however, the deduction is at least one point from the score awarded to the candidate for the task or sub-task. The score deduction for exceeding the permitted character limit is determined primarily in accordance with the table below. For justified reasons, the censors’ meeting may decide that the score deduction is applied in a manner differing from the table below or that no deduction is applied. However, the censors’ meeting may not decide on score deductions greater than those specified in the table. The application of the character limit in assessment is described in the characteristics of a good response for the test.

If the score deduction exceeds the score awarded to the candidate for the task or sub-task, zero points are awarded for that response.

Maximum scoreDegree of exceedanceScore deduction
1–3 p. < 10% 1 p. 
1–3 p. 10–30% 1 p. 
1–3 p. > 30% 1 p. 
4–6 p. < 10% 1 p. 
4–6 p. 10–30% 1 p. 
4–6 p. > 30% 2 p. 
7–10 p. < 10% 1 p. 
7–10 p. 10–30% 2 p. 
7–10 p. > 30% 3 p. 
11–12 p. < 10% 1 p. 
11–12 p. 10–30% 2 p. 
11–12 p. > 30% 5 p. 

Both the advanced and the basic mathematics tests consist of two parts: Part A and Part B. Part B may be divided into two parts, designated B1 and B2. The table below indicates how many tasks each part consists of and how many tasks the candidate is required to answer.

PartTasksCandidate answers Aids
A  4-9 3-6 Calculator programmes in the test system restricted
B (may be divided into parts B1 and B2)4-9 3-6 Programmes in the test system available
Total8-13 6-10  

Scores for the tasks are awarded as whole numbers. The maximum score for the test is 120.

In part A of the test, the candidate has access to the Matriculation Examination Board’s Abicus calculator. The use of software capable of more advanced calculation is disabled. In part B of the test, the candidate has access to all programmes included in the test system.

The equipment required for using the digital test system is specified in the Matriculation Examination Board’s general regulations and guidelines.

In the mathematics test, separate calculators or separate formulae and tables booklets may not be used as aids.

Candidates may not bring mobile phones or other communication devices to the test session (Matriculation Examination Board’s general regulations and guidelines, subchapter 1.6).

The candidate begins the test session by starting their computer and identifying themselves for the test. The candidate may answer tasks in both part A and part B; however, at the start of the test, only some of the programmes included in the test system are available to the candidate (see chapter 3, Structure of the test).

After submitting part A, the candidate gains access to all programmes included in the test system and may continue answering the tasks in part B. Once part A has been submitted, the candidate can view only the tasks in part B and can no longer return to part A.

There is no time limit for submitting part A.

The test performances are preliminarily checked and assessed by a mathematics teacher at the institution providing general upper secondary education and finally by the Matriculation Examination Board (Act 502/2019, section 18).

When assessing the performances, particular attention is paid to the following aspects.

A good performance shows how the candidate has arrived at the answer. The solution must include the necessary calculations or other justifications and the final result, unless otherwise instructed in the task.

The answer must be sufficiently clear so that it is evident to both the teacher and the censor what the candidate means and so that the notation used does not become confusing. The chosen notation may be supported with explanations. Notation consistent with national conventions does not need to be explained separately. Programmes may be used in solving tasks in a manner characteristic of them, and the representation produced by the programme does not need to be rewritten, provided that it is understandable.

Minor calculation errors do not significantly reduce the score if, as a result of the error, the nature of the task does not change, the error does not lead to an obviously incorrect or impossible result, or the purpose of the task is not to test the candidate’s ability to perform calculations without errors.

If a candidate submits for assessment more answers than the maximum number allowed for a given part, the total score for that part of the test is formed from the permitted number of answers with the lowest combined score. In such cases as well, the teacher checks and assesses all tasks in the assessment service.

The teacher must indicate incorrect elements in the assessment service. If the teacher does not award the full score for a solution, the reasons for the deduction must be clearly indicated. The teacher may enter comments and explanations in the assessment service relating either to an individual solution or of a more general nature. Such comments may be particularly useful when the candidate has used an uncommon method of calculation that is not clearly evident from the performance. A teacher’s comment is also necessary when the candidate has made a calculation error only at an early stage of the solution, which affects the result without changing the nature of the calculation.

Statements presented in a performance that are clearly contrary to the law or to accepted standards of conduct are regarded as factors reducing the value of the performance.