Situated cognition theory suggests that learning is influenced by real-life situations and experiences. In math education, simply teaching students to solve problems conventionally is not enough. This research explores how applying situated cognition theory in the classroom can enhance math education. By focusing on the learning process and real-world experiences, students can better understand and apply mathematical concepts. The study compares how math is taught in the classroom to how mathematicians think, and proposes three ways to incorporate situated cognition theory in math education: through the body, the environment, and expanding knowledge.