Audience Interrogator: Constructing Meaning about Mathematical Learning Experience in Filmed Research

Autor/in	Pickard-Smith, Kelly
Titel	Audience Interrogator: Constructing Meaning about Mathematical Learning Experience in Filmed Research
Quelle	In: International Journal of Research & Method in Education, 44 (2021) 5, S.493-505 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pickard-Smith, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2021.1882417
Schlagwörter	Mathematics Instruction; Secondary School Students; Graduate Students; Art; Research Methodology; Fiction; Films; Audiences; Self Concept; Mathematics Anxiety; Statistics Education; Student Attitudes; Learning Experience; Ethnography; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sekundarschüler; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Arts; Kunst; Research method; Forschungsmethode; Fiktion; Film; Spectator; Zuschauer; Selbstkonzept; Schülerverhalten; Lernerfahrung; Ethnografie; Ausland; Großbritannien
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01