It is long known that students’ learning in mathematics is facilitated by problem-solvingactivities, and school authorities all over the world have incorporated problem-solvingin their curricula. However, problem-solving does not have a clear definition, and itsmeaning risks being watered down in the process of implementation. In this study, weexamine how problem-solving is described and used in Swedish syllabi, commentarymaterials and national tests for school year 6–10, before and after the 2021 and 2022 revisions. Our results show that ‘problem-solving’ is increasingly conceptualised as agoal rather than a means for learning, and that as a goal problem-solving competencyis reduced. As a guidance for teachers the policy documents are often vague and evencontradictory. Implications for teaching practice and Swedish students are discussed.