Research On The Development Of High School Students’ Mathematical Intuitive Imagination Literacy

Nowadays,the world education situation is changing rapidly,and the definition and demand of talents in various countries are undergoing dramatic changes.Countries all over the world have focused on core literacy,so it is urgent to comprehensively cultivate and improve students’ core literacy.Because of its unique subject characteristics,mathematics plays an irreplaceable role in cultivating students’ innovative thinking,critical thinking,problem solving and other core literacy.As one of the core literacy of mathematics,the intuitive imagination literacy plays an important role in measuring students’ questioning ability and innovative thinking.However,the performance of high school students on it is not optimistic.Therefore,it is urgent to improve the mathematical intuitive imagination literacy of high school students.This study aims to explore the development characteristics of high school students’ mathematical intuitive imagination literacy,which can not only provide practical reference for teachers to cultivate students’ mathematical intuitive imagination literacy,but also provide certain theoretical reference for the examination evaluation of mathematical intuitive imagination literacy.This study uses the method of literature analysis to construct the evaluation framework of high school students’ mathematical intuitive imagination literacy,and then compiles research tools from the three dimensions of connotation structure,context type and level to carry out the survey.The statistical analysis method is used to analyze the overall performance,grade,gender,liberal arts and science of high school students’ mathematical intuitive imagination literacy development,and further respond to the main deficiencies in the development of intuitive imagination literacy of high school students and strategies to improve mathematical intuitive imagination literacy.The specific research conclusions are as follows:(1)The overall performance of high school students’ mathematical intuitive imagination literacy is average.In the structural dimension,the overall performance of students in geometric intuition is better than the overall performance in combination of number and shape,and the performance in spatial imagination is the worst.In the contextual dimension,high school students’ performance in mathematical intuitive imagination is better in scientific contexts than in personal contexts.In the level dimension,21.05% of students are in level zero;38.89% of students are in level one;37.43% of students are in level two;2.63% of students are in level three.(2)With the increase of grade,the level of high school students’ mathematical intuitive imagination literacy is significantly improved.In the structural dimension,the results show that the performance of senior three is significantly better than that of senior two in the combination of number and shape,and that of senior two is significantly better than that of senior one in geometric intuition and spatial imagination.In the contextual dimension,the performance of mathematical intuitive imagination literacy of senior three and senior two in personal contexts is significantly better than that of senior one,and that of senior three in scientific contexts is significantly better than that of senior two,and that of senior two is significantly better than that of senior one.In the level dimension,69.64% of senior one students have reached level one,25.89% have reached level two,students who have not reached level three,senior two students have reached level one accounted for 80.33%,and level two accounted for41.8%,those who reached level three accounted for 2.46%,and senior three students have reached level one accounted for 87.04%,of which level two was the key examination level of the college entrance examination,and level two accounted for52.78%,while level three only accounted for 5.56%.(3)There is no statistically significant difference in high school students’ mathematical intuitive imagination literacy between genders.In the structural dimension,boys’ performance in the combination of number and shape is basically the same as girls’ performance,but boys’ performance in geometric intuition is slightly better than girls’ performance,girls’ performance in spatial imagination is slightly better than boys’ performance.In the contextual dimension,boys’ mathematical intuitive imagination literacy in personal contexts is better than girls’ performance,while in the scientific context,the performance of boys and girls is basically the same.In the level dimension,the percentage of girls at level zero and level one is higher than that of boys,while the percentage at level two is lower than that of boys.(4)On the whole,there is no statistically significant difference in high school students’ mathematical intuitive imagination literacy between liberal arts and science.In the structural dimension,science students’ mathematical intuitive imagination literacy is better than liberal arts students in the three structures,but the difference is not significant,only the science students in senior one are significantly better than liberal arts students in the combination of number and shape and geometric intuition.In the contextual dimension,science students’ mathematical intuitive imagination literacy is better than liberal arts students in the scientific contexts and personal contexts,but there is a significant difference only in the scientific contexts.In the level dimension,the percentage of science students reaching level one and level two is significantly higher than that of liberal arts students,and the percentage of science students reaching level three is slightly higher than that of liberal arts students.(5)The study found that there are three main deficiencies in the development of mathematical intuitive imagination literacy of high school students: unable to make an accurate analysis of the relevant mathematical concepts of intuitive imagination literacy;unable to show solid basic drawing skills in describing practical problems with graphics;unable to solve problems comprehensively with refined mathematical language according to the characteristics of problems.Based on the deficiencies,this study proposes three strategies to promote the development of high school students’ mathematical intuitive imagination literacy: using physical objects and information technology to strengthen the understanding of mathematical concepts of intuitive imagination literacy;carrying out mathematical activities of intuitive imagination literacy to promote hands-on practice and mathematical expression;using the development characteristics of high school students’ intuitive imagination literacy to teach students in accordance with their aptitude.