Abstract: This study systematically analyzes the interdisciplinary characteristics of the mathematics questions in the Chongqing secondary school entrance examinations from 2021 to 2025, focusing on four dimensions: disciplinary sources, presentation formats, intended purposes, and developmental integration. The findings reveal that disciplinary sources are predominantly concentrated in the fields of humanities and social sciences, engineering and technological sciences, and natural sciences. Regarding presentation formats, the proportion of text-based descriptions has increased, while that of illustrated content has declined. In terms of intended purposes, the questions emphasize assessing students’ ability to comprehensively apply mathematical knowledge to solve problems in applied contexts. With respect to developmental integration, the results show a relatively low proportion of cultural elements, a declining trend in topics related to current developmental hotspots, and an increasing proportion of issues related to people’s daily life and practical concerns. Based on these findings, the study proposes recommendations for reforming the regional middle school mathematics entrance examination under the new curriculum standards: recommendations include broadening the sources of test items, deepening the use of local educational resources, and integrating driving questions into instruction.