“We learn it [mathematics] at school so one thinks that one will use it …”

In this study, we explore Norwegian learners’ beliefs about the relevance and importance of learning mathematics. The data material consists of semi-structured interviews with nineteen lower secondary school learners (13-14 years old). The analyses indicate that the learners believe in the relevance of learning secondary level mathematics though they struggle to give examples of this relevance in their personal lives. Further, learning mathematics is also believed to be important for their lives but the sources of these beliefs are often statements heard from others. The analyses also suggest that the learners seldom reflect, evaluate, or question the relevance and importance of learning mathematics critically. A scarcity of such reflections indicates a tension between learners’ beliefs and the curriculum’s aim to empower learners to think critically and contribute to the decisions concerning their own mathematics learning process. We discuss the implications of this tension for learners’ empowerment and development as critical citizens, who can participate and voice their opinions in discourses about the significance and roles of mathematics education in their personal lives and society.