Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in…

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“How Real People Really Need Mathematics in the Real World”—Authenticity in Mathematics Education (2018, background): “However, when a mathematical task is set in such a context, for example to calculate the diagonal of an authentic table tennis table, students neither perform better than they would on an abstract mathematical task on the diagonal of a rectangle, nor do they indicate interest in such a mathematical ”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, methodology): “This is a potential reason for the unexpected findings that students perceive modelling problems as similar to (Schukajlow et al., 2012) or even less interesting (Rellensmann & Schukajlow, 2017) than problems with no connection to reality.”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “2017; Liebendörfer and Schukajlow 2017; Rellensmann and Schukajlow 2017; Ufer et al.”