A/r/tography予我的啟發和省思

Inspiration and Reflection from A/r/tography

10.6738/bdclc.202406_(12).0003

古智有(Ku, Chih-Yu)

遊藝誌 ； 美感認知 ； 數學之美 ； A/r/tography ； Aesthetic Mode of Knowing ； Beauty of Mathematics

竹蜻蜓．兒少文學與文化

12期（2024 / 06 / 01）

65 - 83

繁體中文;英文

本文從我的數學教學與研究經歷出發，探討A/r/tography對於數學教學乃至於個人生活的啟發與反思。原本專注於提升學生數學學習動機與能力的我，在接觸到Eisner的美感認知方法和Irwin與de Cosson的A/r/tography後，開始著手美感認知取向的數學學習探究。其理論基礎借鏡於藝術領域的相關工作，因為教學與藝術創作都有對人事物的理解與關懷，將教學過程視為藝術創作的一部分，可使教學具有藝術性，讓師生能以新的視角來看待數學的教與學。其次，我從「關係的探究」、「共識與尊重」、「比肩而慢學」以及「熟悉與陌生」四個面向來回顧教學研究的旅程，分享了在數學教學中引導學生運用美感認知方法進行學習的實踐經驗，發現透過感官來經驗數學，可以讓學生與數學建立直接而原初的聯繫，這樣的教學實踐，不僅增進了學生對數學的理解，從中發掘數學的美感元素，產生美感經驗，還讓數學學習充滿了探索與發現的樂趣。與學生一同經歷這段探究歷程的我，深刻體會到A/r/tography不僅是一種學術研究的方法論，也是帶著藝術家情懷在生活裡進行探究與創作的態度，可以幫助我們在習以為常的生活中發掘新的體會與感動。

This paper explores the inspiration and reflection brought by A/r/ tography on mathematics teaching and personal life, based on my experience in mathematics teaching and research. Initially focused on enhancing students' motivation and ability in mathematics learning, I began to explore aesthetic cognition-oriented mathematics learning after being introduced to Eisner's aesthetic cognition approach and Irwin and de Cosson's A/r/tography. The theoretical foundation is borrowed from related work in the arts field, as both teaching and artistic creation involve understanding and caring for people and things. Viewing the teaching process as part of artistic creation can imbue teaching with artistry, allowing teachers and students to approach the teaching and learning of mathematics from a new perspective. Additionally, I review the journey of teaching and research from four aspects: "Inquiry of Relationships," "Consensus and Respect," "Side-by-Side Slow Learning," and "Familiarity and Strangeness." I share practical experiences of guiding students to use aesthetic cognition methods in mathematics learning, discovering that experiencing mathematics through the senses can establish a direct and original connection between students and mathematics. This teaching practice not only enhances students' understanding of mathematics but also uncovers the aesthetic elements of mathematics, creating aesthetic experiences and making mathematics learning full of exploration and discovery. Experiencing this inquiry journey with students, I deeply realize that A/r/tography is not only a methodology for academic research but also an attitude of exploration and creation in life with an artist's sentiment. It can help us discover new insights and emotions in the everyday aspects of life.