"MusiMath" - A Music-Based Intervention Program for Learning Patterns and Symmetry

Autor/inn/en	Azaryahu, Libby; Adi-Japha, Esther
Titel	"MusiMath" - A Music-Based Intervention Program for Learning Patterns and Symmetry
Quelle	In: Journal of Experimental Education, 90 (2022) 2, S.319-343 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1799316
Schlagwörter	Music Activities; Mathematics Instruction; Mathematical Concepts; Mathematics Skills; Teaching Methods; Grade 3; Elementary School Students; Instructional Effectiveness; Music Theory; Interdisciplinary Approach; Executive Function; Concept Formation; Knowledge Level; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Musikalische Aktion; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Unterrichtserfolg; Musiktheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Concept learning; Begriffsbildung; Wissensbasis; Ausland
Abstract	Researchers have recently queried whether musical activities that express mathematical concepts enhance young students' math skills. The use of abstract notations for math learning is also debated. The current study examined the effect of a music intervention program on pattern and symmetry knowledge. Simple graphical notation-writing was used for clarifying the abstractness of the music form and its relation to mathematical concepts. Four third-grade classes attended ten lessons on patterns and symmetry: two music classes (n = 48), and two comparison classes (n = 48). The students in the music classes were taught to write symbolic representations of musical properties and to recognize patterns and symmetry via the symbols they wrote. Pre- to post-intervention analyses indicated that the integrated music/math intervention groups had higher pre-to-post gains on math tests scores that were retained 6-months post-intervention. Students in the music groups also showed effective learning of notation-writing and transfer of note writing knowledge to a different musical piece. The music-math intervention enabled students to acquire knowledge about patterns and symmetry through repeated experiences, particularly through music-related notation-writing, suggesting that multiple representations facilitated deeper understanding and learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01