This paper aims to revisit and clarify the term problem context and to develop a theoretical classification of the construct of levels of context use (LCU) to analyse how the context of a problem is used to formulate a problem in mathematical terms and to interpret the answer in relation to the context of a given problem. Two criteria and six indicators form the basis of the construct. While this construct connects to a previous classification of uses of contexts, several theoretical considerations are considered and clarified. Quantitative analysis suggests that the construct is effective in distinguishing between LCU.