Abstract
This article discusses project work in university mathematics education. The practice perspective is obtained as students and teachers from Aalborg University share their experiences. A theoretical framework is introduced. It includes the following key-terms: Problem-centered studies, interdisciplinarity, participant-directed studies, and the exemplarity principle. The contrasting of this theoretical conception of project work with the practice shows that the original notion of project work has been modified as a consequence of its encounter with practice. The modification can be perceived as both a success and a failure. To discuss this, different perspectives on project work in mathematics are suggested.
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