Research On The Current Situation Of Intuitive Imagination Literacy Of Second-year Minority Students In Junior High School

Intuitive imagination literacy is one of the important core mathematical literacies,which is the basis of thinking to realize mathematical abstraction and logical reasoning,and is conducive to the formation of students’correct character and values.Developing students’intuitive imagination literacy and enhancing character and values in ethnic regions is a realistic need for developing mathematics education in ethnic regions.As second-year students are in the golden period of developing their intelligence,mastering the current situation of the intuitive imagination literacy of second-year ethnic students not only helps teachers clarify their teaching goals and make teaching plans,but also helps provide a theoretical basis and measurement examples for subsequent core literacy researchers.This study investigated and analyzed the current status of second-year ethnic students’intuitive imagination literacy in four schools in state D and city J using literature,tests,questionnaires,and quantitative analysis.Based on the evaluation framework of intuitive imagination literacy analyzed in this study,the assessment instruments were developed from the perspectives of key intuitive imagination skills,character and values,and the analysis of the intuitive imagination skills,character and values of second-year ethnic students was conducted in terms of overall and sub-dimensional performance,gender,ethnicity,school,region,and the correlation between the two,with the following main findings:Regarding the key intuitive imagination skills of the second-year ethnic students:in general,the intuitive imagination skills of the second-year ethnic students are in the middle rank,with 65.79%at Levels 2,3,and 4.Specifically:（1）content dimension:probability and statistics>graphics and geometry>number and algebra;（2）structure dimension:geometric intuition>spatial imagination>number-shape combination;（3）context dimension:scientific context>personal context>social context>vocational context;（4）level dimension:95.72%of students reach Level 1,76.25%reach Level 2,and 33.73%reach Level 3.（3）contextual dimension:scientific context>personal context>social context>vocational context;（4）level dimension:95.72%of the students reached level 1,76.25%reached level 2,and 33.73%reached level 3.At the gender level,male students had significantly higher intuitive imagery critical abilities than female students（mean values for male and female students were 16.07 and 15.12,t=2.504,p=0.013<0.05）.At the ethnic level,there were no significant differences in the intuitive imagery critical abilities of students from different ethnic groups（F=0.203,p=0.816>0.05）.At the school level,students in urban schools performed significantly better than those in county schools（mean values of 16.19 and 15.09 for students in urban and county schools,t=-3.112,p=0.002<0.05）.At the regional level,students in non-ethnic areas had significantly higher intuitive imagery than those in ethnic areas（means for students in non-ethnic and ethnic areas were 16.00,15.30,t=1.982,p=0.048<0.05）.Regarding the intuitive imagination character and values of second-year ethnic students:81.47%of the second-year ethnic students’intuitive imagination character and values were above rank 2,with the following performance in descending order:thinking character,learning to learn,learning attitudes,and values.At the gender level,there was no significant difference in the intuitive imagination character and values of students by gender（mean values for male and female students were 3.55 and 3.46,t=1.615,p=0.107>0.05）.At the ethnic level,there was a significant difference in intuitive imagery character and values among second year students of different ethnic groups（F=1.341,p=0.263>0.05）.At the school level,students in urban schools had significantly higher intuitive imagery character and values than those in county schools（mean values for students in urban and county schools were 3.58 and 3.42,t=-2.747,p=0.006<0.05）.At the regional level,students in non-ethnic areas had significantly better intuitive imagination character and values than students in ethnic areas（mean values for students in non-ethnic areas and ethnic areas were 3.61,3.40,t=3.764,p=0.000<0.05）.There was a strong positive correlation between intuitive imagination ability,character and values among junior ethnic students（R=0.814,p≈0.000<0.05）,and a one-dimensional linear regression model was established（?）=5.229-2.670（is the overall mean value of character and values,andis the key ability of intuitive imagination）.In addition,the effect of intuitive imagination character and values sub-dimensions on intuitive imagination critical ability a（?）=-4.753+2.238x₁+1.024x₂+1.577x₃+0.984x₄,wherex₁、x₂、x₃、x₄ express denote values,thinking character,learning attitude,and learning to learn,respectively.In the teaching process,we should strengthen the cultivation of students’intuitive imagination character and values,and pay special attention to the enhancement of students’values and learning attitudes.