The contents of the college entrance examination mathematics exam are as follows:
elementary knowledge
The necessary knowledge includes mathematical concepts, properties, laws, formulas, axioms, theorems and mathematical thinking methods reflected by their contents, as well as basic skills such as operation, data processing and drawing charts according to certain procedures and steps. Mathematics in NMET redefines the content of the exam. According to the requirements of the ability test, the course content is carefully selected within the scope of the course standard. Compulsory courses include five topics: preparatory knowledge, function, geometry and algebra, statistics and probability, mathematical modeling activities and mathematical inquiry activities. Elective compulsory courses include four topics: function, geometry and algebra, probability and statistics, mathematical modeling activities and mathematical inquiry activities.
Mathematics culture is integrated into the curriculum content. Compulsory courses and elective compulsory courses are the contents of the college entrance examination. Mathematics college entrance examination is based on the demand of talent selection and examination characteristics in colleges and universities. On the basis of curriculum standards, the compulsory content and elective compulsory content are integrated according to the internal relationship of knowledge, classified according to the logical system, and the knowledge content and requirements are adjusted. The content of the comprehensive examination includes eighteen parts, such as set and common logical terms. Integrate mathematical modeling activities, mathematical inquiry activities and mathematical culture into the examination of the above knowledge content.
2. Key competencies
The key ability is the ability that students must have to effectively understand, analyze and solve problems when facing the situation of life practice or learning to explore related problems in disciplines.
Logical reasoning ability
Can observe, compare, analyze, synthesize, abstract and summarize problems or data, and can use deduction, induction and analogy for reasoning; Can express accurately, clearly and methodically.
Intuitive imagination ability
Can draw correct graphics according to the conditions, and imagine intuitive images according to the graphics; Can correctly analyze the basic elements and their relationships in graphics; Can decompose and combine graphics; Will use graphics and other means to vividly reveal the essence of the problem.
Innovation capacity
Can combine the materials in daily life, other disciplines and study practice, find problems and ask questions; Be able to flexibly use the learned mathematical knowledge and thinking methods, think, explore and learn independently, analyze and solve problems.
Arithmetic solving ability
Can carry out correct operation, deformation and data processing according to concepts, rules and formulas, and can find and design reasonable and simple operation methods according to the situation of problems; Can estimate and approximate data as needed.
Mathematical modeling ability
Can find problems, put forward problems, analyze problems, build models, solve models, test results and improve models in actual situations, can mathematically abstract practical problems, express problems in mathematical language, and build models to solve problems by mathematical methods.
3. Discipline accomplishment
Subject literacy refers to the quality of comprehensively using subject knowledge and ability to deal with and solve complex tasks under the guidance of correct ideas and concepts, and is an important part of the examination objectives in the college entrance examination evaluation system. Mathematics abstracts and summarizes the core literacy of mathematics in the curriculum standard, and puts forward the subject literacy goal of college entrance examination mathematics, including rational thinking, mathematical application, mathematical inquiry and mathematical culture. Compared with the core literacy in the curriculum standard, the subject literacy of NMET mathematics is more in line with the law of educational measurement and has the characteristics of NMET, which is more conducive to realizing the education, evaluation and guidance functions of NMET.