1, the difficulty is different. Mathematics 1 has advanced mathematics, linear algebra and probability statistics. Mathematics for postgraduate entrance examination is the smallest and the second most difficult, but advanced mathematics accounts for the highest proportion. There are advanced mathematics and linear algebra in the examination subjects of Mathematics II for postgraduate entrance examination, of which advanced mathematics accounts for 78%; Linear algebra accounts for 22%. Math III for postgraduate entrance examination is the easiest to take in postgraduate entrance examination, and the examination subjects of Math III for postgraduate entrance examination are exactly the same as those of Math I for postgraduate entrance examination.
2, the scope of the exam is different, one of the postgraduate mathematics: calculus, linear algebra, probability; Postgraduate Mathematics II: Calculus and Linear Algebra; Postgraduate entrance examination mathematics III: calculus, linear algebra, probability (with emphasis on probability).
3. Different knowledge: No.1 is the widest, No.2 is the second, and No.3 is the lowest.
Postgraduate mathematics:
1. Postgraduate entrance examination mathematics refers to the mathematics subject of postgraduate entrance examination. According to the different requirements of different disciplines and majors on the mathematical knowledge and ability that the postgraduate entrance examination should possess, the examination papers for postgraduate entrance examination are divided into engineering mathematics I, mathematics II and economic management mathematics III, and the types of examination papers used by specific majors have specific provisions.
2. Mathematics problem-solving for postgraduate entrance examination mainly examines the ability to comprehensively apply knowledge, logical reasoning, spatial imagination and the ability to analyze and solve practical problems, including calculation problems, proof problems and application problems. These are all comprehensive, but some questions can be answered by elementary solutions.
3. Teacher Li, the teaching and research section of cross-examination education mathematics, said that the thinking of solving problems is flexible and diverse, and sometimes the answer is not unique. This requires students not only to do the questions, but also to find out the test intention of the proposer and choose the most appropriate method to answer them.