A comparative study on the comprehensive difficulty of mathematics test questions in Yunnan Province under the background of “Double Reduction” policy: exemplified by maths papers of 2020-2022 senior high entrance examinations

With the gradual implementation of the policy of “Double Reduction”, to study the comprehensive difficulty of mathematics test questions in the senior high entrance examinations can help clarify the current situation of test question setting and grasp the direction of mathematics examination making in senior high entrance examination. Selecting the mathematics test questions for the 2020 to 2022 senior high entrance examination in Yunnan Province, analysis is done from the seven dimensions of background, whether or not the test includes parameters, operation, reasoning ability, knowledge content, direction of thinking and cognitive level, and the comprehensive difficulty coefficient is counted, and the commonalities and differences of the three sets of examination questions are found out: the proportion of questions with scientific background and reverse thinking is relatively low; the proportion of each level in the dimension of knowledge content varies greatly and each has its own characteristics; the proportion of each level in the dimension of the cognitive level is relatively uneven; there are certain differences in the overall difficulty coefficient. And based on such findings, the following suggestions are made: appropriate increase in the proportion of scientific background test questions to cultivate students' interdisciplinary application awareness; emphasis placed on the establishment of mathematical unit teaching to promote students' construction of a knowledge structure system; appropriate increase in the proportion of analytical test questions so as to intensify the cultivation of students' core mathematical literacy; reasonable control of the comprehensive difficulty level of the senior high entrance mathematics examination questions according to the curricular standards.