First, "stability"

This year's NMET Mathematics Paper continues the style of 2004 examination questions, with no eccentric questions, easy entrance to solving problems and reasonable difficulty gradient, which has stabilized students' examination mentality, subject content and test paper difficulty. The examination paper examines the key contents and typical methods in middle school mathematics, and does not exceed the outline, which eliminates students' worries about the fluctuation of the difficulty of the examination paper and is conducive to the stable development of middle school mathematics teaching.

Second, "reality"

Judging from the contents of the examination paper on mathematics in the college entrance examination, this year's examination paper examines the main knowledge of mathematics in middle schools. The emphasis of arts and sciences papers is on function, sequence, inequality, conic curve and the relationship between straight line and plane in space. Simple questions, common backgrounds and basic methods make students feel more intimate. For example, 1, 2, 3, 4, 5, 6 of multiple-choice questions in science volumes, 1 1, 12 of fill-in-the-blank questions, 15 of answer questions, 16 are the most basic contents in middle school mathematics, and multiple-choice questions,

Third, "live"

This year's math volume continues the characteristics of simplicity, clarity and stability in 2004, but the stability is permeated with flexible mathematical thinking, and the thinking of writing questions is flexible and changeable. We pay attention to the diversity of test questions, redesign the test questions based on the familiar and common questions of students, so as to examine the quality of mathematical thinking methods, jump out of the usual simulated test questions and review the questions on the materials. The background design of the test questions is fair, close to the students' reality, and the test questions are broad, clear and hierarchical. For example, 6, 9, 10 for science multiple-choice questions and 19 for solving problems all change and redesign the common background of middle school mathematics, requiring students to deeply understand the inherent nature of concepts and have certain ability to analyze and solve problems. Using these topics, students can explore independently, study the essence of the problem, find suitable solutions, and provide students with a broad space to show their abilities.

Fourth, "rhyme"

This year's math test paper uses different thinking methods from different angles, creating a variety of problem-solving methods, so that students can find the inner essence of math concepts. For example, multiple-choice question 9, 10, requires students to read the meaning of the question carefully and understand the connotation deeply before answering, which is both algebraic and geometric. The answer to question 20 is a question with measurement as the background, and it is a question of changing from static observation to dynamic observation. The background is acceptable and the structure is simple, but the choice of process and the solution of problems reflect the profundity of students' thinking. This not only examines whether the accumulation of students' mathematical knowledge has reached the basic level of entering colleges and universities, but also evaluates students' ability to explore the connotation of problems in different situations when mathematical concepts are transferred, thus examining students' learning potential.