@article{Meng_Sun_Zhou_Yang_2022, title={Research on the Cognitive Degree of Pre-Service High School Mathematics Teachers for Intuitive Imagination Literacy}, volume={6}, url={https://archive.aessweb.com/index.php/5052/article/view/4420}, DOI={10.18488/5052.v6i1.4420}, abstractNote={<p>Currently, 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 is not 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.</p>}, number={1}, journal={Asian Journal of Contemporary Education}, author={Meng, Yanyun and Sun, Haojie and Zhou, Xun and Yang, Zezhong}, year={2022}, month={Feb.}, pages={16–29} }