Abstract
Authenticity is a term commonly used in reference to pedagogical and curricular qualities of mathematics teaching and learning, but its use lacks a coherent framework. The work of researchers in engineering education provides such a framework. Authentic qualities of mathematics teaching and learning are fit within a model described by Strobel, Wang, Weber, and Dyehouse (2013) for use in engineering education. Examples of the use of authenticity in mathematics and statistics instruction are provided.
