Recent advances in technologies coupled with increased access to more sophisticated technologies have for the first time allowed a bridge to be made between situated, "real events" and school mathematics. The incorporation of digital video in a computer program, for example, allows for real-world, real-time situated representations to be used. This enhances even further the ability to show not only multiple representations, but also multiple and situated representations. Moreover, using real-world events along side traditional school-math representations also allows for the interrelated nature of these complex concepts to be learned in context

Much has been researched about school-math vs. real-world math (Lave, 1992; Lave & Wenger, 1991; Kaput, 1994). Results of this research indicate an inability for a majority of students to appropriately transfer what they learn in the classroom to what is needed in order to understand the mathematical applications in the real-world. My opinion, however, is that this problem may be ameliorated with the use of a network environment and component-based software which includes digital video. These technological advancements which by their dynamic and cognitive flexible nature help promote the transfer of school-based math concepts with real-world application.