A Study On The Current Situation Of Mathematical Intuitive Imagination Literacy Of Senior One Students

In today’s changing world of education,education in various countries has focused on the cultivation of innovative talents.As one of the six core literacies in mathematics,intuitive imagination plays an important role in developing students’ innovative thinking and problemsolving abilities,therefore,it is urgent to develop students’ intuitive imagination literacy.The purpose of this study is to investigate the current situation and characteristics of students’ intuitive imagination literacy in senior high school,which not only provides a basis for teachers’ teaching practice,but also provides theoretical references for the measurement and assessment of intuitive imagination literacy and improvement strategies.Through the literature research method,this study constructed a framework for assessing the intuitive imagination literacy with three dimensions: process level,connotation structure,and problem situation,and used it as a basis to prepare a test paper and a questionnaire for senior one students’ intuitive imagination literacy in mathematics.Then,through quantitative analysis,the scores and performance of the senior one students in each dimension were statistically and analytically analyzed,and the current situation of the first-year students’ intuitive imagination literacy in mathematics was obtained,as follows.(1)The average score of senior one students on the test paper of mathematical intuitive imagination literacy was about 26.94,which was converted to 56.125 on the percentage scale,and the overall level was relatively average.On the process dimension,8.23% of students were at level zero,17.09% at level one,69.62% at level two,and 5.06% at level three;on the structural dimension,geometric intuition outperformed spatial imagination;on the contextual dimension,performance on purely mathematical contextual problems was better than on realistic contextual problems.(2)There were significant differences in the intuitive imagination literacy of the arts and science students,with science students performing better than arts students in all dimensions of intuitive imagination literacy.On the process dimension,no science students were at level zero,8.51% were at level three,and the overall level was higher,while 20.31% of the literature students were at level zero and no one was at level three,and the overall level was not optimistic;on the structure dimension,science students performed more balanced in geometric intuition and spatial imagination,while literature students performed worse in the spatial imagination dimension;on the context dimension,science students were more On the contextual dimension,science students are better at dealing with purely mathematical situations,while literature students do not perform well on both realistic and purely mathematical problems.(3)There was no statistically significant difference in the intuitive imagination literacy of students in the Key and Regular classes,but overall,students in the Key class performed slightly better than students in the Regular class.This difference was mainly reflected in the spatial imagination literacy in the structural dimension and the pure mathematical context in the contextual dimension.(4)There was a significant difference in the level of intuitive imagination literacy between boys and girls,with boys outperforming girls in all dimensions.In the process dimension,80.56%of the boys were at level 2,and their overall performance was better,while 36.05% of the girls were at a low level,and their overall level needed to be improved;in the structure dimension,boys performed better in spatial imagination,while girls were better at using geometric intuition to solve problems;in the context dimension,both boys and girls performed better in pure mathematical contextual problems than in realistic contexts.(5)Students’ intuitive imagination literacy was correlated with their grades,interests,and learning styles to varying degrees,but no statistically significant correlations were found with associating realistic examples in the learning process or with teachers’ teaching styles at this time.Through the study,it was found that there were three deficiencies in the intuitive imagination literacy of senior one students in mathematics: they could not comfortably interconvert numbers and shapes;they could not locate and manipulate shapes in their thinking;and they could not make standardized diagrams according to the requirements of the problems.Accordingly,teaching suggestions for developing students’ intuitive imagination literacy are proposed: use a variety of representations in the process of teaching activities;encourage students to take the initiative to do hands-on operations and practice;do a good job of modeling the graphing process and clarify the requirements of standardized graphing;teach according to the characteristics of students’ intuitive imagination literacy development;and appropriately increase the exploration of realistic and openended problems.