Research On The Current Status Of High School Students' Intuitive Imagination Literacy Based On The Perspective Of Mathematical Writin

Core literacy is a fundamental literacy that learners must master that meets the requirements of lifelong growth and basic life.Therefore,cultivating students’ core literacy has become an important mission entrusted to quality education in the new era.As one of the six core competencies,intuitive imagination plays an important role in high school mathematics learning.How to truly implement intuitive and imaginative literacy into practical teaching and become a necessary key ability for students? This requires finding a way to gain a deeper understanding of learners’ thinking processes and evaluate students’ cognitive activity processes.Mathematical writing,as a special learning method,can precisely analyze students’ cognitive processes,thereby enhancing their interest in learning mathematics.The research on intuitive imagination literacy mainly manifests in the definition,cultivation strategies,and evaluation research.There is still a lack of research on the current situation of exploring the intuitive imagination literacy of high school students based on mathematical writing,a new learning method,This article mainly focuses on the two core issues of "How to establish an evaluation system for intuitive imagination literacy through mathematical writing?" and "What is the current situation of exploring the level of intuitive imagination literacy of high school students using the established evaluation system?" Using literature analysis,questionnaire survey,and interview methods,Piaget’s cognitive development theory,constructivism theory,and learning transfer theory as theoretical foundations,Establish an evaluation system for students’ intuitive imagination literacy.Research has shown that the overall level of intuitive imagination literacy of high school students in Tianjin is at a moderate level.The average total score of the intuitive imagination literacy test for high school students is 22.75,with a standard deviation of5.329.This indicates that the total score of the test for students’ intuitive imagination literacy has fluctuated and is not stable enough,and there is a significant difference in the level of intuitive imagination literacy among students.Based on the entire research process,it was found that the level of intuitive imagination literacy of high school sophomores was basically balanced,but some problems were also exposed in their writing works: in the geometric intuitive dimension;(1)Confusion of mathematical formulas leads to incorrect expression;(2)Lack of completeness in expressing mathematical problems;(3)The conversion ability between symbol language,graphic language,and written language is weak.In the dimension of combining numbers and shapes:(1)Drawing lacks accuracy and completeness;(2)Weak awareness of the correspondence between geometry and algebra.In terms of spatial imagination dimension:(1)unclear understanding of graphics and obstacles in drawing;(2)Lack of understanding and confusion in the application of property theorems;(3)Unclear logic and obstacles to fixed thinking patterns.Overall,Level 1 students can choose simple and intuitive methods to roughly explain the process of solving mathematical problems based on prompts;Level 2 students can use graphics to intuitively perceive and provide detailed explanations of the process of solving mathematical problems;Level 3 students are able to have a clear mind and switch between "numbers" and "shapes" in complex mathematical situations,and can provide detailed explanations of the process of solving mathematical problems.In addition to specific dimensional analysis,a questionnaire survey was conducted to investigate students’ attitudes towards using mathematical writing as a tool to study the level of intuitive imagination literacy.SPSS analysis revealed that the majority of students had a positive attitude towards this research process.The teacher interview process also reflected recognition of cultivating students’ intuitive imagination literacy based on the perspective of mathematical writing.Finally,based on the practical results and actual teaching situation,a teaching strategy of using mathematical writing as an auxiliary tool to cultivate high school students’ intuitive imagination literacy is summarized:(1)guiding students’ mathematical writing through intuitive perception and improving their intuitive imagination literacy;(2)Guide students in mathematical writing through reflection and questioning,and improve their intuitive imagination literacy;(3)Guide students in mathematical writing and improve their intuitive imagination skills in problem exploration;(4)In learning interest,guide students to write mathematics and cultivate humanistic scientific literacy.