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L’ensenyament de les matemàtiques implica l’adquisició d’habilitats de planificació matemàtica i la capacitat d’identificar les matemàtiques en els contexts. En aquest sentit, l’Aprenentatge Basat en Projectes és una oportunitat perquè les matemàtiques recuperinaquest paper de motor. En aquest article es descriuen quatre propostes didàctiques al voltant de diverses temàtiques (superfícies i volums, construcció de formes geomètriques, Teorema de Thales, Estadística, Diagrames de Voronoi) en connexió amb diversos contextos del món real que fan rellevant el procés d’aprenentatge de les matemàtiques (disseny d’envasos, distribució de serveis municipals, efectes cinematogràfics, creació de formes artístiques). Es discuteix l’aportació d’aquest tipus d’activitats i es proporcionen orientacions per al seu desenvolupament., Mathematics learning implies the development of planning skills and the ability to identify mathematics in Contexts. Project-Based Learning is an opportunity to give to Mathematics this role as a driving force. In this article, we propose four Project-Based Learning activities in several Mathematic topics (Surfaces and volumes, construction of geometric shapes, Thales theorem, Statistics, Voronoi diagrams) in connection with real-world contexts (packaging design, distribution of municipal services, cinema effects, creation of artisticobjects). We discuss the didactic properties of this kind of activities and propose orientations for its development and application.

In this chapter, talking from our professional experience in Secondary Mathematics Education in Catalonia, we will first describe the essential elements of working with interdisciplinary activities and knowing how to carry them out from an organizational point of view. Subsequently, we will describe in detail two examples in which good learning outcomes were achieved. Both examples have arisen from the necessity to attend to all the capacities of the students in low secondary school (12–14 years old) and to give them the possibility to develop their own creativity. Furthermore both examples have an extension activity for students in upper secondary school (16–18 years old) where it is possible to attend to their abstract capacity and connect all their knowledge appropriate to their age. Furthermore, we have chosen these two cases because both are very close to the reality of the students and both have an important background: to the desire for, and valuing of, a critical attitude. In the concluding section, we define some features of these interdisciplinary activities which can be extrapolated to any educational centre.