ABSTRACT

This paper argues that an Arts-Based Research (ABR) methodology, drawing on the Ethnofiction work of filmmaker Jean Rouch, can facilitate new ways of researching mathematics, science and education more generally by: (i) making past learning experiences more accessible and (ii) considering the affective engagement of the audience as interrogator of research to open up myriad understandings of research data. Here, dissemination and impact are positioned as ‘inside’ the research process, rather than ‘informed by’ or directed by the outcome of research. The paper discusses the research film Performatics: Performing stories of mathematical identity through filmed drama Performatics https://vimeo.com/147449932, and a scene which shows Claire (a postgraduate student studying quantitative analysis), in a scene entitled ‘Sum Anxiety’, as she dramatizes an experience from the secondary school mathematics classroom. A moment, which Claire expresses as pivotal in negatively affecting her as a mathematics learner; an experience still viscerally felt.

摘要

本文认为，一种基于艺术的研究 (ABR) 方法，借鉴电影制作人让·鲁什 (Jean Rouch) 的民族小说作品，可以通过以下方式促进更广泛地研究数学、科学和教育的新方法：(i) 使过去的学习经验更容易获得和 ( ii) 考虑观众作为研究询问者的情感参与，以打开对研究数据的无数理解。在这里，传播和影响被定位为研究过程的“内部”，而不是研究结果的“通知”或指导。本文讨论了研究薄膜Performatics：通过拍过戏Performatics数学身份的表演故事https://vimeo.com/147449932，以及场景，显示克莱尔（一名研究定量分析的研究生），在一个名为“求和焦虑”的场景中，她将中学数学课堂的经历戏剧化。一个时刻，克莱尔表示这对她作为数学学习者的负面影响至关重要；仍然发自内心地感受到的体验。