Abstract
The paper is based on many years of practical experience. In the theoretical area, the starting point is a comparison of the definition of the terms context problem, application problem and overlaps of mathematics into other fields; in the practical part the difference in approaches to problems, in the work of a pupil and in the work of a teacher is presented.
Specific situations illustrate the effect of overlaps on pupils both in the area of contextual motivation and in changes in attitudes towards the usability of mathematics in practice, ie also in the pupils' view of mathematics.