數學教育美學之探究

Aesthetics of Mathematics Education

因應當前素養導向教育趨勢，以及數學領域相關研究對於文化與價值面向的關注較為不足，本研究依據D. Townsend提出的美學觀點，應用M. Paterson與J. Higgs提出的詮釋學方法，對美學、教育學與數學教育的研究做文獻分析，以探索美學導向數學教育的可能性。研究發現詮釋學有助於瞭解數學教育的美感向度，美學導向的數學教育課程設計宜展現對學習者的重視，啟發其課程參與、知識建構及主動學習；教學實踐宜據影響學生學習的因素提供其表達想法、情感、意義與想像的機會以豐富美感經驗，並依據研究發現為教育實踐與研究提出具體建議。

In response to the trending competency-oriented education and the lack of attention to culture and value in the field of mathematics education research, this study explored the potential of Aesthetics-oriented mathematics education from Aesthetics, Pedagogy and Mathematics Education. The Hermeneutic method proposed by M. Paterson and J. Higgs, based on the perspective of Aesthetics by D. Townsend, was applied in conducting the literature review in this study. Findings indicated that Hermeneutics is applicable to understand the aesthetic dimension of mathematics education. Aesthetics-oriented mathematics education curriculum design should emphasize on learners to inspire their participation in the curriculum, knowledge construction, and positive learning. Based on factors that affect students’ learning to enrich aesthetic experience, teaching practices should provide opportunities for students to express their ideas, emotions, meanings, and imaginations. Recommendations based on findings for educators were proposed in this study.