| Summary: | While there has been some research into the use of context in mathematics assessments pre-16, little, if any, work exists on the role of context in post-16 mathematics. For A- and AS-level mathematics courses in the UK, assessment schemes are required to include questions that test candidates' abilities to apply mathematical models to real-life contexts, and to translate real-life contexts into mathematics. This paper explores the ways in which context occurs in 'pure' mathematics questions and, through this, suggests a framework for analysis that encompasses issues such as accessibility, realism and authenticity.
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