Abstract
The purpose of this research on 159 high school students is to investigate the background of context dependency that may exist between mathematics and science tests. We confirmed the existence of context dependency, and investigated the problem-solving process. Words were extracted from free answers by using a text-mining approach to investigate what kind of consciousness each student has about the relationship between mathematics and science. As a result, 23 words were extracted, and it became clear that problems were solved by the frequent use of tables and proportion in science, whereas in mathematics functions were used. It is suggested through correspondence analysis that each student in a high-ranking group in both mathematics and science was associating words such as "Calculation", "Formula", and "Substitute".
