Research on Mathematical Intuitive Imagination Literacy in China

Abstract

In the process of discovering, formulating, analyzing, and solving problems, intuitive imagination is always an essential part, which is the thinking basis for exploring and forming argumentative ideas, conducting mathematical reasoning, and constructing abstract structures. It plays a vital role in students’ innovative consciousness and practical ability. Thus mathematical intuitive imagination literacy has become a focus in educational research. By its relevant research findings in China, the following conclusions can be drawn: (1) Previous research on mathematical intuitive imagination literacy mainly focused on five aspects: connotation, the academic profile of high school students, influencing factors, cultivation strategies, and evaluation methods. (2) Among them, connotation, the academic profile of high school students, and cultivation strategies of mathematical intuitive imagination literacy are the hot topics of current research. (3) In terms of research methods, scholars mainly used test questions, questionnaires, or interviews to investigate the academic profile of students, and most of them used theoretically critical thinking to analyze the influencing factors and cultivation strategies. (4) Previous research adopted a single research method and lacked empirical research; besides, the research on the influencing factors is not systematic and comprehensive enough. Meanwhile, the research conclusions on the cultivation strategies lack feasibility. Therefore, to find out more comprehensive influencing factors and more operable cultivation strategies, it is necessary to improve the research method further and conduct more in-depth and systematic research on the influencing factors of mathematical intuitive imagination literacy from an empirical perspective.