Fostering Elementary Students' Mathematics Disposition through Music-Mathematics Integrated Lessons

Autor/inn/en	An, Song A.; Tillman, Daniel A.; Boren, Rachel; Wang, Junjun
Titel	Fostering Elementary Students' Mathematics Disposition through Music-Mathematics Integrated Lessons
Quelle	In: International Journal for Mathematics Teaching and Learning, (2014), (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Elementary School Students; Grade 3; Mathematics Instruction; Teaching Methods; Interdisciplinary Approach; Music Activities; Pretests Posttests; Control Groups; Comparative Analysis; Experimental Groups; Student Attitudes; Student Characteristics; Mathematics Achievement; Conventional Instruction; Instructional Effectiveness; Scores; Workshops; Elementary School Teachers; Surveys; Likert Scales; Statistical Analysis + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Musikalische Aktion; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Lernwerkstatt; Schulung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Likert-Skala; Statistische Analyse
Abstract	Two classes of third grade students (n = 56) from an elementary school located on the western coast of the United States participated in this research study. A pretest-posttest control group design was utilized to examine changes between two groups of participating students' in mathematics achievement and dispositions, including beliefs about success, attitude, confidence, motivation, and usefulness. The students in the music group received music-mathematics integrated lessons, while the students in the control group received traditional lecture and textbook based mathematics instruction. Analysis of the results demonstrated that despite statistically equivalent pretest scores prior to the intervention, after the intervention the music group students had statistically significantly higher positive mathematics dispositions scores than their non-music group peers. These findings provide empirical evidence that there are advantages to teachers utilizing music-themed activities as a context for offering students the opportunity to learn mathematics in a challenging yet enjoyable learning environment. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10