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

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.