The aim of this study was to design short interventions based on the literature study, which will change the pupils’ posture on mathematics and connections between problem-solving in mathematics and everyday life. An experimental group of 17 pupils in fifth grade participated in the study and were educated in everyday mathematics 20 minutes a day during four weeks. The intervention was measured in a pre- and after questionnaire, in order to control the design and discover possible changes in the pupils’ posture on mathematics and connections between problems and everyday life. The design was meant to be a first cycle, where the result can contribute to improvement in other cycles and further studies. The result showed that the pupils had got a more positive view on mathematics and its field of application, and some improvement in problem-solving towards mathematics related to their everyday life.