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AutorenAn, Song A.; Tillman, Daniel; Shaheen, Andrea; Boren, Rachel
TitelPreservice Teachers' Perceptions about Teaching Mathematics through Music
QuelleIn: Interdisciplinary Journal of Teaching and Learning, 4 (2014) 3, S.150-171 (22 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2158-592X
SchlagwörterPreservice Teachers; Student Attitudes; Elementary School Students; Mathematics Instruction; Undergraduate Students; State Universities; Metropolitan Areas; Feedback (Response); Music Education; Interdisciplinary Approach; Music Activities; Qualitative Research; Teaching Methods; Pedagogical Content Knowledge
AbstractThis study examined preservice teachers' perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a large public university in a southern metropolitan area, were provided a series of six 40-minute interactive music-math integrated activities. Results of qualitative data analyses revealed that the majority of preservice teachers provided positive feedback about music-integrated pedagogy for teaching mathematics because it allowed them opportunities to escape from the limitations of traditional mathematics instruction. (As Provided).
AnmerkungenSouthern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: coeijtl@subr.edu; Web site: http://www.subr.edu/index.cfm/subhome/36
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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