Abstract
The assessment of high school students' mathematical intuitive imagination literacy can provide an important reference and basis for high school mathematics teachers to develop students' mathematical intuitive imagination literacy. However, there is a lack of research on how to assess the mathematical intuitive imagination literacy of high school students. This paper adopted the theoretical analysis approach, relying on lots of literature from the China National Knowledge Infrastructure, to discuss and analyze two aspects of the Curriculum Standards for assessing mathematical intuitive imagination literacy: three academic quality levels and four dimensions. The purpose of this paper is to provide a scientific and reasonable solution for assessing mathematical intuitive imagination literacy. Finally, we proposed the way of assessing mathematical intuitive imagination literacy of high school students, the setting of test questions, the selection of scorers, and the giving of evaluation results. This study can provide a reference for more in-depth research on mathematical intuitive imagination literacy in the future.
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