IMAT 2026 Math Report

The 2026 math chapter in the IMAT Academy Research Lab coding shows a compact profile, which is mainly composed of routine pockets and functional applications; the higher multi-stage reasoning load is particularly concentrated in the question of warning.

Problem Solving is the most common primary skill, despite the moderate analytical profile. Single DOK 3 is Q58; DOK distribution does not show that candidates are easily found.

The report uses Q55–Q60 lines of 2026 Item Coding data in the workbook. Analytical difficulty, DOK, skill, format, component loads and times Research Lab is analytical encoding; an official IMAT metric criteria or not observed candidate performance.

All maths have passed the second internal consistency control. This process is not an independent assessment work.

Mathematics accounts for 6 questions and 10% of the test for 60 questions. Average analytical difficulty 9.00/25, median 9/25. Four questions are low, two questions in the medium band; there is no question in high or very-high band.

The six-item structure is shaped around familiar algebraic and functional relationships. Sample without replacement in Q58 is the pronounced higher multi-stage reasoning exception of the section.

The functions form half of the section with three questions. Equations and Inequalities are represented by a question of Analytic Geometry and Probeability; six questions should not be used to predict this distribution future issue weight.

Q58 is the highest unique with 14/25; Q56 and Q60 are the lowest analytically demanding mathematical materials common with 6/25. These values are not the candidate accuracy rate.

Q55 is in Q58 and Q59 Calculation format, but the same format tag does not mean equal difficulty. Q55 and Q59 routine require Q58 higher visibility-model reasoning while low-band applications.

Language request is limited. The main load is to avoid point, range, substitution and warning-model errors with correct mathematical relation or case selection. Average 35.33 and median 35 seconds analyst estimate.

The choice of dominant labels on six lines includes unnecessary limitation, center mark, replacement assumption, substitution/sign and power-of-ten place-value errors.

Candidate option-selection data are unavailable. This classification explains the empirical distractor efficiency, not intended procedural and conceptual error ways.

All six Mathematics items match directly with 2026 syllabus statements given; all six controversy flags are recorded as “No” as “High” and QC status “Second-pass checked”.

These results only show Research Lab matching with open curriculum text; do not constitute official verification of syllabus comments.

The following notes describe the analytical role of high items that represent strength without republished the copyright text.

Within the Research Lab framework, the 2026 mathematics set is shorter than the 2025 set, and its average analytical difficulty, language load and reasoning load are lower. Problem Solving nevertheless remains the most frequent primary skill, while Q58 contributes a meaningful DOK 3 reasoning demand. These findings do not establish that candidates found mathematics easier.

• Secure inequality intervals with standard algebraic deficiencies.
• Learn the basic features of functions in a conceptual basis rather than isolated procedures.
• interpret the center and point relations within the General-form circle defects.
• Protect without-replacement ending modelling practice.
• systematicize substitution and sign discipline controls.
• Keep fluency in Logarithmic and exponential relationships.
• Separate model-selection error with Rutin account.
• Don’t be prepared alone to short 2026 profiles because it contains 2025 higher-loaded cradle and trigonometric reasoning.
• Do not assume 2026 distribution of 2027.

• The Analytical Difficulty is not an official IMAT metric.
• No candidate accuracy rate and actual response time data.
• Periods are analyst estimate.
• Distractor analysis explains the structure designed; the option is not observed option-selection frequency.
• DOK contains analyst assessment of skills and format coding.
• The second control is not independent inter-rater reliability study.
• The curriculum is evaluated according to the open expressions of the curriculum given to the curriculum.
• Six questions should not be used to predict the next issue distribution.
• 2025–2026 differences are quantitative and do not predict future math tests.

6 basic coding areas of the Math line in the workbook are presented in full. Curriculum protects the source dataset terminology for controversy flags and distractor labels.