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Findings indicate limited cognitive scope, with more than half of intuitive imagination literacy content unrecognized. Many teachers show shallow or incomplete cognition, and unclear understanding across multiple aspects. Recommendations include adding related courses and strengthening comprehensive, deep comprehension and clarification of key statements.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-on-the-cognitive-degree-of-pre-service-high-school-mathematics-teachers-for-intuitive-imagination-literacy/591859/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-on-the-cognitive-degree-of-pre-service-high-school-mathematics-teachers-for-intuitive-imagination-literacy/591859.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What gap does the study address regarding intuitive imagination literacy?","Question",{"text":111,"@type":112},"Prior studies focused on intuitive imagination literacy issues but not specifically on the cognitive degree of pre-service high school mathematics teachers regarding this literacy.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How many pre-service teachers participated, and what was measured?",{"text":116,"@type":112},"The study investigated 51 pre-service high school mathematics teachers and assessed their cognitive degree of mathematical intuitive imagination literacy using an open-ended self-designed questionnaire.",{"name":118,"@type":109,"acceptedAnswer":119},"What were the main findings about the teachers' cognition?",{"text":120,"@type":112},"The teachers had a not extensive cognitive scope, more than half of the content was not recognized, their cognition was often shallow or incomplete, and understanding across multiple aspects was not very clear.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},591859,1792073356,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10. 18488/5052 . v6i1 .4420 Vol. 6, No. 1, 16-29.  \n© 2022 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nRESEARCH ON THE COGNITIVE DEGREE OF PRE-SERVICE HIGH  \nSCHOOL MATHEMATICS TEACHERS FOR INTUITIVE  \nIMAGINATION LITERACY  \nYanyun Meng1 Haojie Sun2 Xun Zhou3 Zezhong Yang4+  \n1,2,3,4School of Mathematics and Jinan, China. [1](1Email: mengyanyun123@126.com)[Email:](1Email: mengyanyun123@126.com)[ ](1Email: mengyanyun123@126.com)[mengyanyun123@126.com](1Email: mengyanyun123@126.com)  \n[2](2Email: 3029138612@qq.com)[Email:](2Email: 3029138612@qq.com)[ ](2Email: 3029138612@qq.com)[3029138612@qq.com](2Email: 3029138612@qq.com)  \n[3](3Email: 3466852486@qq.com)[Email:](3Email: 3466852486@qq.com)[ ](3Email: 3466852486@qq.com)[3466852486@qq.com](3Email: 3466852486@qq.com)  \n[4](4Email: Zhongzee@163.com)[Email:](4Email: Zhongzee@163.com)[ ](4Email: Zhongzee@163.com)[Zhongzee@163.com](4Email: Zhongzee@163.com)  \nStatistics, Shandong Normal University,  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 20 December 2021  \nRevised: 24 January 2022  \nAccepted: 7 February 2022  \nPublished: 14 February 2022  \nKeywords  \nPre-service Teachers  \nIntuitive imagination literacy  \nCognitive degree Mathematics.  \nCurrently, many relevant problems about intuitive imagination literacy have been studied except the cognitive degree of pre-service high school mathematics teachers about it. To address this gap, this study investigates 51 pre-service high school mathematics teachers. Results showed that: 1. The cognitive scope of them about intuitive imagination literacy is not extensive, more than half of the content of intuitive imagination literacy is not recognized; 2. The cognition of many pre-service teachers isnot deep or comprehensive and concentrates at a lower level; 3. The cognition of many pre-service teachers for many aspects of intuitive imagination literacy is not very clear. It is suggested that: 1. experts and teachers who are responsible for educating teachers should pay more attention to intuitive imagination literacy and add relevant courses; 2. pre-service high school mathematics teachers should understand the content of intuitive imagination literacy comprehensively and deeply, and clarify relevant statements.  \nContribution/ Originality: This study analyzed the cognition degree of mathematical intuitive imagination literacy of current pre-service high school mathematics teachers in China with an open-ended questionnaire selfdesigned. The results are conducive to reforming the present Chinese teaching and curriculum in order to improve the training for pre-service teachers.  \n1. INTRODUCTION  \nIntuitive imagination is the literacy of using geometric intuition and spatial imagination to perceive the forms and changes of things, and using spatial forms, especially graphs, to understand and solve mathematical problems. In fact, not only the position relations and morphological changes of objects in our life are inseparable from intuitive imagination, but also mathematical thinking needs to be developed by means of intuition and imagination. In addition, intuitive imagination plays an important role in students' innovative spirit and practical ability, so its value in mathematics education cannot be underestimated (Zhang & Pei, 2020) . Ministry of Education of the People’s Republic of China (2018) promulgated by the Ministry of Education of the People's Republic of China in 2018 emphasized that intuitive imagination is an important means to discover and formulate, analyze and solve problems, and is the thinking basis for exploring and forming argumentation ideas, reasoning mathematically, and building abstract structures. At the same time, it is clearly stated that intuitive imagination literacy should be fully implemented at the high school level (Ministry of Educat","cbCaip6fehhxQomw","https://ap.wps.com/l/cbCaip6fehhxQomw","pdf",346548,14,"English","# Abstract\n# Article History\n# Keywords\n# Introduction\n# Literature Review\n## The Situation of High School Students ' Intuitive Imagination Literacy Level","[{\"question\":\"What gap does the study address regarding intuitive imagination literacy?\",\"answer\":\"Prior studies focused on intuitive imagination literacy issues but not specifically on the cognitive degree of pre-service high school mathematics teachers regarding this literacy.\"},{\"question\":\"How many pre-service teachers participated, and what was measured?\",\"answer\":\"The study investigated 51 pre-service high school mathematics teachers and assessed their cognitive degree of mathematical intuitive imagination literacy using an open-ended self-designed questionnaire.\"},{\"question\":\"What were the main findings about the teachers' cognition?\",\"answer\":\"The teachers had a not extensive cognitive scope, more than half of the content was not recognized, their cognition was often shallow or incomplete, and understanding across multiple aspects was not very clear.\"}]","RESEARCH ON THE COGNITIVE DEGREE OF PRE-SERVICE HIGH SCHOOL MATHEMATICS TEACHERS FOR INTUITIVE IMAGINATION LITERACY | PDF",35]