“…Alternatively, when they do not know the rules of the board games (Siegler and Ramani, 2008), how to use a ruler (MacDonald and Lowrie, 2011), or how to use cell phones (McMullen et al, 2019;McMullen and Siegler, 2020), they can have difficulties learning number concepts or spontaneously focusing on mathematical relationships. Although this understanding is in line with many mathematical competence definitions that state that a person possesses proficiency in mathematical competence when able to use mathematics in everyday life (Haara et al, 2017;Niss and Højgaard, 2019;OECD, 2019;Toomela et al, 2020) and many researchers have directed our attention to how using mathematics outside the classroom is a valuable skill (Gainsburg, 2008;MacDonald and Lowrie, 2011;Reinke and Casto, 2020), in reality many students (Reusser and Stebler, 1997;Verschaffel and De Corte, 1997;Altay et al, 2017;Krawitz et al, 2018) and teachers (Lee, 2012) make superficial connections between mathematics and real life and tend to neglect the real-world knowledge when solving mathematical problems. Accordingly, in the current study we aim to pilot tasks assessing extra-mathematical knowledge and how it is related to mathspecific skills.…”