Abstract
The cultivation of students' abstraction ability in junior high school is of great significance for their personal development, and the education about abstraction ability literacy has received widespread attention from all sectors of society. So far, many scholars have studied this aspect, but there has been no research on the cognitive level of abstraction ability literacy among pre-service junior high school mathematics teachers. This study investigated the cognitive level of 11 Master of Education (M.Ed.) and 9 Bachelor of Education (B.Ed.) teacher education graduates from a university regarding abstraction ability literacy using open-ended interviews. Through analyzing data, it can be found that the current pre-service junior high school mathematics teachers' cognitive situation regarding abstraction ability literacy is as follows: 1 The cognitive scope is not broad, and more than half of the content is not recognized; The cognitive breadth of Master of Education is slightly higher than that of undergraduate normal university graduates. 2. The overall cognitive clarity is relatively low, with only individual points being recognized.
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