Work

Strands and cognitive demand levels: Examining university entrance exam questions across three countries

Year: 2025

Type: article

Abstract: University entrance exams (UEEs) play a crucial role in higher education admissions worldwide, influencing curriculum design and teaching practices. This study examines the mathematics questions in UEEs in Iran, Turkey, and the USA from 2021 to 2024, comparing their content based on National Council of Teachers of Mathematics strands and Cognitive Demand Level framework. The results of the study showed that algebra comprised a higher percentage of questions compared to other content areas across all the countries. Additionally, the UEEs questions in all three countries predominantly consisted of procedural-level questions (either procedures without connections or procedures with connections). Based on these findings, suggestions and recommendations were provided to enhance the balance of question types and promote deeper conceptual understanding in assessments.

Source: Journal of Mathematics and Science Teacher

DOI: 10.29333/mathsciteacher/16847

Authors: Seyedehkhadijeh Azimi Asmaroud, Yasemin Gunpinar, Sebnem Atabas, Maryam Zolfaghari

Institutions: Virginia State University, The University of Texas at Tyler, University of Saint Joseph, Kent State University

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Applied Mathematics

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4413922390