An analysis of the TIMSS released mathematics items as well as of about a hundred examples of applications of school mathematics from textbooks and teaching materials (from countries with advanced economies) reveals different ways of how values are assumed in school mathematics. It will be argued that this is indicative of the fact that the different levels of mathematics education are aiming at an introduction into rather than at an evaluation or critique of the various practices of applying mathematics. The various differing practices of using mathematics may be conceptualised in terms of different areas of application and associated aims, of different perceptions of the relation of the mathematical concepts to "reality".To identify which practices are indexed by the texts and to get a basis for analysing the implicit aims and perceptions of mathematics, the content of the problem statements and questions, as well as some textual features were investigated. The categories that emerged in the course of the investigation were used for further analysis.It will be suggested that genuine examples of applications, especially those pointing to aspects of social life strongly influenced by mathematics, can provide a source for reflecting and assessing the use of mathematics. This critical evaluation requires critiquing both the application of a model and the appropriateness of that model to the particular context.