The Role of Contexts in the Mathematics Classroom: Do They Make Mathematics More "Real"?

By M. Real, Jo Boaler. 2016

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Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors (2014, background): “Employer dissatisfaction with school graduates’ inability to apply mathematics stimulated a movement favoring both the use of mathematics in everyday situations (Boaler, 1993a) and a practice-orientated mathematics education (Graumann, 2011).”
The meaning of meaningful learning in mathematics in upper-primary education (2020, background): “…has been promotion of differentiated instruction, including the supply of additional support and feedback when students encounter difficulties with understanding mathematical concepts (Tomlinson 1999), and the use of contexts for learning and application of mathematics procedures (Boaler 1993).”
Mathematics as "Gate-Keeper" (?): Three Theoretical Perspectives that Aim Toward Empowering All Children With a Key to the Gate (2015, unknown): “Boaler (1993) suggested that learning mathematics in contexts assists in providing student motivation and interest and enhances transference of skills by linking classroom mathematics with real-world mathematics.”