Debates on transfer of learning in mathematics are not new. Claims of situatedness of learning within tasks and non-transferability of knowledge between tasks are widely contested. Direct Application (DA) of learning is a common paradigm for characterising transfer which led to many instances of transfer failure (Bransford & Schwartz, 2001). The alternative framework presented here shows that some of the transfer failures in mathematics can be considered as partial transfer by broadening the DA paradigm which can scaffold classroom pedagogy by drawing upon everyday mathematics. Claims are supported by data drawn from an economically active low income settlement where sample middle graders are engaged in house-hold based micro-enterprise, possess diverse opportunities for gaining mathematical knowledge. [For the complete proceedings, see ED597799.]