There is a view that the passive student in the traditional model experiences less  involvement in the class. There is much research to suggest that for students from lower socioeconomic backgrounds, lessons are something that the teacher does to them. In fact research by Lubienski (2000) suggests that this is a major problem facing mathematics teaching. The whole area of real life mathematics is a huge problem.

Often students that are faced with everyday problems cannot use basic everyday mathematics to solve these situations. There is no effort to use the wonderful tool which is mathematics. Lubienski goes on to say that students from low socioeconomic situations would like short closed questions rather than problem solving or problems that involve contextualised understanding. This was a major concern when we started out on this project. Sometimes for students mathematics is about finding the answer that will satisfy the teacher not about how useful mathematics is.

In this project we endeavour  to break away from this form of thinking. We see the value of the parental approach. Allowing parents to enter a school, those with skills in real life problems. Engineers, Construction specialists , Chemists and much more. A classroom like this cannot be created overnight. However through projects like this, one can encourage and create the atmosphere for change.