In this paper, we focus on the idea of familiarity and the differing levels of
it that are apparent in Irish mathematics end of school state examination
questions. We provide the results of an analysis of recent Higher Level
and Ordinary Level Leaving Certificate mathematics examinations in
terms of familiarity. Our findings do not indicate any particular recurring
pattern evident in the levels of familiarity measured but generally not
more than 20% of marks are allocated to unfamiliar questions
