The impact of interdisciplinary purpose-driven lessons using the Nazca Lines as the subject of students’ learning

Interdisciplinary, purpose-driven lessons using the Nazca Lines as a learning subject significantly enhanced students' engagement and enjoyment of abstract mathematical concepts. A study involving 30 Year 4 students (aged 9–10) found that these lessons fostered curiosity, collaboration, and a sense of achievement, with students rating activities an average of 4.9/5 for enjoyment. The approach combined ratio and enlargement exercises on paper with large-scale drawing in the schoolyard, integrating mathematical content with cultural context to make learning more meaningful. Findings suggest that such purpose-driven lessons can promote deeper learning and motivation, offering a model adaptable to other subjects and grade levels.

Hanawa, Masayuki, Kobayashi, Kotaro, Nagaoka, Masaru, Sakamoto, Yuma, Kizawa, Hiroto, Terashima, Naoya, & Kobayashi, Shinpei. (2026). The impact of interdisciplinary purpose-driven lessons using the Nazca Lines as the subject of students’ learning. Camtree: the Cambridge Teacher Research Exchange. https://doi.org/10.71779/52