Experiences of mathematical relevance in project-based education among selected youths between 14-and-15-year-olds in Norway

Abstract

The LK20 curriculum emphasizes three interdisciplinary themes which lend themselves well to project-based learning (PBL). Attempting to determine what makes such a project mathematically relevant, this study looks at the interdisciplinary PBL- implementation in a Norwegian junior high school. Using a phenomenological analysis of interview data from 13 pupils at the school, the study identifies several aspects which may help improve mathematical relevancy in association with interdisciplinary projects for 14–15-year-olds. It also highlights potential negative aspects which may be detrimental to the perceived relevance of a project.