I have a favourite comic strip that I include on the webpage for one of my mathematics pedagogy subjects. It’s this one:
Charles M. Schulz, Peanuts
This punchline captures a truth: often, maths in the classroom feels abstract or disconnected from reality. People often say, “Maths should connect to the real world,” but it’s more than inventing a word problem or sprinkling a few applied questions at the end of an exercise set. Authentic maths goes beyond contrived scenarios—it invites students to explore, question, and make sense of the world around them.
The Limits of “Word Problems”
In many classrooms, mathematics is still dominated by contrived word problems — the kind that ask students to calculate how many apples someone buys, or when two trains will meet if they leave different stations at different times. These problems might give students practice in setting up equations or applying formulas, but they often feel far removed from real life. Rarely do students encounter such scenarios outside of a textbook, and the artificial nature of these questions can make maths feel like a game of make-believe rather than a way of understanding the world. They certainly don’t build a genuine curiosity in students. As a result, students may dutifully complete the exercises yet still wonder, “Why am I even doing this?”
Maths in the Real World
Authentic mathematics looks very different. It connects to things students actually care about, encounter, or can explore for themselves. Instead of buying imaginary fruit or chasing hypothetical trains, students might analyse social media trends using statistics, budget for a real event, or uncover mathematical patterns in music, sport, or nature. These activities show that mathematics is not confined to worksheets—it’s a living, flexible tool for understanding and engaging with the world. When students investigate genuine questions or projects, their curiosity leads the way, and mathematical thinking becomes both purposeful and empowering.
Why Authentic Maths Matters
When students experience maths as something connected to their lives, the benefits go far beyond the numbers themselves. They develop stronger problem-solving and critical-thinking skills because they’re working through challenges that require creativity and reasoning, not just recall. Learning becomes more memorable and relevant because the maths has a context and a purpose. Most importantly, students begin to build confidence: they see that mathematics isn’t just about getting the right answer, but about making sense of the world around them—and realising they have the tools to do it.
As it states in the Australian Curriculum: Mathematics (Version 9.0), students should:
“make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines”
So we need to provide opportunities for them to make genuine connections.
How to Bring This to the Classroom or Tutoring
Bringing authenticity into mathematics doesn’t require elaborate projects; it begins with the kinds of questions we ask. Instead of relying on fixed, one-solution word problems, we can pose open-ended questions that invite exploration and reasoning. We can let students choose contexts that matter to them — a personal interest, a local issue, or a curiosity sparked in class.
We can also encourage multiple representations and solution paths, showing that maths is about thinking, not memorising. And when discussing real data or decisions, we can talk about the assumptions behind the numbers — just as mathematicians, scientists, and decision-makers do in the real world.
When students see that maths is not something to get through, but something to think with, learning becomes both purposeful and inspiring.
Closing Thought:
Maths doesn’t have to be surreal. With relevance and authenticity, students stop buying 64 cantaloupes and start asking real questions about the world.
References:
- Australian Curriculum, Version 9.0: Mathematics. Retrieved from https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/mathematics
- Schulz, C. M. (n.d.). Peanuts comic strip. Retrieved from https://www.peanuts.com
