In this study, it was aimed to see whether probability problems, given within a context and without a context, had differential item functioning (DIF) according to gender and level of liking mathematics. For this reason, a multiple-choice test was prepared with nine problems within a context and nine without a context by researcher. After a pilot study for reliability and validity studies of the test, DIF analyses were conducted with 222 eight grade students by Mantel-Haenzel (MH) and SIBTEST methods. Gender and level of liking mathematics (low-medium-high) were detected as variables to detect DIF. According to results in terms of gender, only one without context item had DIF in favor of male students, where one within context item had DIF in favor of female students. In addition to that in terms of level of liking mathematics, a without context item had DIF in favor of low group in low and high comparison and in favor of low group again in low and high comparison.