This chapter examines the effects of teaching practices in different contexts that prepare students for their future careers through a vocational education intervention. Over a year, an experimental group learned workplace mathematics in the vocational classroom into one-third of their lessons, while the control group used standard textbook instructions. A statistical analysis of a pre and a post-test analysis of over 250 students’ revealed a deficiency in applied problem-solving skills upon entry into vocational education. Post-intervention, both groups significantly improved these skills, with the control group performing slightly better than the experimental group. The chapter ends with a discussion of the reasons for the students’ lack of skills and the reliability and validity of the tests. It also discusses applied problem solving as an umbrella term and how the intervention will be followed up. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
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