spotdownloads.blogg.se

Journal of Curriculum Theorizing, 30(2), 20–38.Īn, S.

Elementary teachers’ design of arts based teaching: Investigating the possibility of developing mathematics-music integrated curriculum. Preservice teachers’ beliefs and attitude about teaching and learning mathematics through music: An intervention study. Journal for Learning through the Arts, 9(1), 1–20.Īn, S. Elementary teachers integrate music activities into regular mathematics lessons: Effects on students’ mathematical abilities. Music-math integrated activities for elementary and middle school students. Journal of Mathematics and Music, 5(3), 149–169.Īn, S. An algebra for periodic rhythms and scales. Interdisciplinary mathematics instruction and mathematics educationĪmiot, E., & Sethares, W.Regarding the pedagogical approaches, the chapter presents and evaluates the prevalent mathematics-music-integrated teaching strategies about how student-centered musical activities (i.e., listening and singing, composing and performing, musical notating, and musical instrument design) can be utilized to teach specific mathematics topics. Regarding the theoretical perspectives, the chapter discusses research studies that have investigated passive musical immersion as well as more active musical learning processes and their comparative impacts upon learners’ mathematical cognitive processes and capabilities within informal learning settings. Regarding the overview, the chapter discusses research studies that have investigated the mathematics present within music and the application of mathematics to improving musical composition and musical instrument design. This chapter, which summarizes the current state of research and practice for music-themed interdisciplinary mathematics education, is divided into three main sections: (1) the overview of connection between mathematics and music, (2) theoretical perspectives on music and mathematics learning, and (3) a description of pedagogical approaches appropriate for supporting music-mathematics interdisciplinary lessons.

Both empirical research and international practice have demonstrated a variety of opportunities for music-themed mathematics teaching methods to be developed and implemented across all grade levels, from kindergarten to college. This chapter surveys interdisciplinary pedagogy that emphasizes the connections between mathematics and music by contextualizing the mathematics learning process within musical experiences.