That's what I'd like to know. This suggests two things about the movement to reform mathematics education. Most important, it shows that NCTM's emphasis on learning in context seems reasonable. Students learn most mathematics through its applications. But the study also suggests that limiting mathematics reform to mathematics teachers is quite inadequate.
Some people study language and become linguists.
Yet despite these differences there is just one English language. This interconnectedness yields just one language, and just one mathematics. Education starts when teachers enter their classrooms and close the door. We need to be sure that teachers have the knowledge and skills required for their work when they close that classroom door. When kids construct their own knowledge, that's what turns them on.