Music Activities as a Meaningful Context for Teaching Elementary Students Mathematics: A Quasi-Experiment Time Series Design with Random Assigned Control Group

Autor/inn/en	An, Song A.; Tillman, Daniel A.
Titel	Music Activities as a Meaningful Context for Teaching Elementary Students Mathematics: A Quasi-Experiment Time Series Design with Random Assigned Control Group
Quelle	In: European Journal of Science and Mathematics Education, 3 (2015) 1, S.45-60 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Music Activities; Teaching Methods; Interdisciplinary Approach; Elementary School Mathematics; Mathematics Instruction; Grade 3; Quasiexperimental Design; Pretests Posttests; Control Groups; Mathematics Skills; Intervention; Statistical Significance; Student Improvement; Mathematics Tests; Achievement Tests; Standardized Tests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Musikalische Aktion; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Unterrichtserfolg
Abstract	The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n = 56) from an elementary school in the west coast of the United States participated in the research. A random assignment pretest-posttest control group design was used to examine students' changes in mathematical ability between the two groups. A quasi-experiment time series design with multiple pretests, midtests and posttests was utilized for investigating the effects of music-mathematics lessons on students' mathematics process ability level. The results demonstrated that the intervention of music-mathematics integrated lessons had statistically significant improvement on the music group students' mathematical abilities. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01