Title:
RESEARCH ON THE COGNITION OF PRE-SERVICE HIGH SCHOOL MATHEMATICS TEACHERS FOR IMPLEMENTING INTUITIVE IMAGINATION LITERACY

Authors:
Yanyun Meng ,Xun Zhou and Zezhong Yang ,China

Abstract:
Currently, intuitive imagination literacy has attracted extensive attention from all walks of life. Many relevant problems about it have been studied except the cognition of implementing intuitive imagination literacy of pre-service high school mathematics teachers. To address this gap, this study investigates 51 pre-service high school mathematics teachers through open-ended interviews to learn about the cognitive situation of pre-service high school mathematics teachers for implementing intuitive imagination literacy. After analyzing, it can be found that about implementing intuitive imagination literacy: 1. Pre-service high school mathematics teachers do not have a comprehensive cognition. Their cognition, both as a whole and in different dimensions, does not reach half of the number of implementation recommendations made by the previous authors, and the subjects they realize for implementation are limited to both teachers and students. 2. Pre-service high school mathematics teachers do not have a very reasonable cognition. Some of their ideas lack feasibility or effectiveness and exist a certain one-sidedness, which needs to be further explored and considered. Therefore, it is suggested that: 1. Experts and teachers who are responsible for educating teachers should increase emphasis on intuitive imagination literacy and provide pre-service teachers with more opportunities to practice teaching. 2. Pre-service teachers should take the initiative to study and research, focus on combining theory and practice, and continuously reflect, adjust and improve.