I'd agree with Saracen and SDeuchars to some extent, if we had invested money, then the children knew they had a responsibility to continue with it, as we are on such a limited budget, everything has to be prioritised, and doing something is always at the expense of something else.
But that for us, would come under our only rule of 'mutual respect', and the children are involved in finacial decisions about their education with us-learning about the realities of finance is as much a part of our educational provision as anything else (and certainly comes under 'maths in life' lessons! 
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none of them ever asked to go back to school-they had had such a bad time there, I don't think they ever considered it, thinking themselves to be very lucky to be free of it, so I can't really comment on making them stay for a term.
and as for Maths, our children hated and detested it as a subject, so badly did it go in school. Enough to put them off for life!
But everyone needs maths for every day living, and we learned it as we went along, working out budgets, what were the best bargains in the supermarket, cooking dinner/baking. Budgeting for a weekends food for a family, cooking the food bought and basking in the praise for the food and saving money, seemed to go well.
We've helped put up teepee's and woked out the angles the upright poles need to be, to make the tent stable. We've built igloos in the snow and discussed the angles the bricks need to be to hold up the roof. We've looked at building constructions, designed and drawn to scale, the inside of a van to be converted into a camper van (DD2s dream). We've worked out how much gravel needs to be bought to cover the area under our new caravan, and how many slabs to buy to make a path to go along side it.
We've measured and made patterns to make clothes. DD2 is a vocalist, she has been giging live with a band since she was about 13 ish, and has to manage a budget for performance clothes-so she buys in sales and on ebay, often altering things to fit. She also was given a budget to redecorate her sisters (bigger) bedroom when she left home. She worked out how much paint/wallpaper she would need, and finding a bargain rool of paper in an odds and ends box, allowed her more money for a nicer paint for the woodwork and radiator. Money left over bought a nice rug off ebay. Ownership of her room because she decorated has done wonders for how well she looks after it now!
Other daughter really ran with making and designing her own clothes, measuring, making patterns and fitting the clothes, all is maths in real life.
We've played card games and board games as a family and ds was a mad Warhammer fan, so much maths ome into life in so many ways and can be so enjoyable. My Dh is a big fan of Suduko and helps them see maths as enjoyable puzzles to be worked out.
Woodwork and DIY at home, contain so much maths, and they have helped in so many ways if and when they wanted.
All three have also been travelling around the country since they were about 13 ish, to visit other home ed families and to attend events. So we took them on the trains (and underground) and showed them how they worked...and the realities of train and bus timetables is maths that they have been maging easily ever since.
And as for more formal maths, I came downstairs this morning to find two now grown home ed young people -my ds and his friend who has never been to school. Both needed maths qualifications for the courses they wanted to do at University (Pschology and Sociology) so they went to FE college when they were ready and took GCSE/equivelant over one year (as they did with other formal qualifications required by their respective universities) and did very well, with no problems.
They both did say the only 'downfall' was that we hadn't spent years training them to do essays for assignments/exams, but that was relatively easily learnt, as everything else was, when it was required, and certainly wasn't worth giving up the fun and experiences they have had as autonomusly home ed youngsters.
does that help?