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Autor/inn/en | An, Song A.; Tillman, Daniel A. |
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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 |
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 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 |