Using realistic contexts in mathematics

What are the issues surrounding the use of realistic contexts in the mathematics classroom?

The Dutch approach of Realistic Mathematics Education (RME) suggests that in order for students to grasp mathematics it must be connected to their life experiences
Cross-cultural evidence suggests positive effects of RME on both learners and teachers, including: greater interest in and valuing of maths; development of mathematical competence; improved informal strategies and problem solving skills; enhanced performance in number; increased class discussion and meaning-making; and using context as a tool to motivate students
Appropriate professional development opportunities should be available to teachers in order to increase awareness of and support for RME strategies
There is a need to investigate whether RME-type problems are aligned with certain types of assessment, such as GCSE maths
Evidence suggests RME is best used as a long-term approach rather than a series of one-off lessons or activities