Mathematics A Exam in 115 Academic Year Features Gradual Difficulty Progression with Balanced Reading and Calculation Load

(Central News Agency reporter Hsu Chi-wei, Taipei, July 13) The third session of the 115 academic year Subject Proficiency Test took place today, covering Mathematics A. The exam was structured with questions arranged from easy to difficult, balancing conceptual understanding and computational skills. The calculation load was moderate, reading volume was appropriate, and question stems were concise. Some questions included guiding statements to assist students, and the overall difficulty level was similar to last year.

The first day of the 115 academic year Subject Proficiency Test was held today, with the third session dedicated to Mathematics A. The University Entrance Examination Center invited high school teachers into the examination development committee to review questions, while the Ministry of Education invited a group of senior high school mathematics teachers from Taipei City to assist in analyzing the exam content.

High school teachers involved in the exam development noted in written materials that the Mathematics A exam was designed with a progression from easy to difficult questions, helping students gradually build confidence and guiding their responses. Multiple-choice questions tested fundamental concepts without heavy calculations. The entire exam emphasized both conceptual understanding and computational skills, involving almost no extremely difficult problems and requiring no memorization of unnecessary formulas, with a moderate level of calculation required.

Regarding exam characteristics, the reviewing teachers gave examples: some questions integrated real-life scenarios, such as buying fruit at a market to assess systems of three-variable linear equations, or using games to evaluate random variables and conditional probability. Unique topics specific to Mathematics A were also included—for instance, the first multiple-choice question assessed conic sections, clearly distinguishing the Mathematics A exam from the Mathematics B exam.

Kuo Chung-yu, a teacher at Chien Kuo High School, stated that this year's difficulty level is generally similar to last year's, with an increase in the number of medium-difficulty questions. The proportion of concept-based questions has slightly decreased. The wording was concise, reading volume was moderate, and some questions included guiding statements. The assessment objectives were clear, effectively distinguishing students who possess fundamental mathematical concepts.

Hsu Wei-ming, another teacher from Chien Kuo High School, mentioned that this year's multiple-choice questions tended to have more independent options, with lower interconnectivity compared to last year. He suggested that options could provide mutual hints to better guide students in answering. (Edited by Kuan Chung-wei) 1150713