Enriching the teaching of fractions through integrating mathematics and music

Lovemore, Tarryn Shirley; Robertson, Sally-Ann; Graven, Mellony

doi:10.4102/sajce.v11i1.899

Cited by 10 publications

(2 citation statements)

References 12 publications

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“…The purpose of the presented publication is addressed to the study of the central role and potential of the actualization of interdisciplinary integration at mathematics lessons. Given the importance of interdisciplinary integration at mathematics lessons, it is somewhat puzzling that, recently, there has been a relative shortage of studies (Lovemore et al., 2020) devoted to teaching mathematics in various contexts of educational systems (Wittmann, 2021).…”

Section: Introductionmentioning

confidence: 99%

Actualization of interdisciplinary integration at mathematics lessons

Zhexembinova,

Kokazhayeva,

Babaev

et al. 2023

Euro J of Education

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The relevance of the published research on the actualization of interdisciplinary integration at mathematics lessons is due to the need for conceptual clarification of what is included in the concept of an academic discipline, and, consequently, interdisciplinary integration. Currently, there is no uniformly consistent interdisciplinary terminology, moreover, interdisciplinary boundaries are often difficult to overcome. In pedagogical practice, intersubject is only rhetorically praised, but its practical implementation is often very difficult. This publication aims at studying the role and potential of the actualization of interdisciplinary integration at mathematics lessons. Mathematics is widely recognized as central to human development. However, there are not enough research concerning teaching mathematics in various contexts of educational systems. The object of the study is interdisciplinary integration at mathematics lessons within the framework of holistic learning concepts. Consideration of interdisciplinary integration at mathematics lessons gives researchers the key to education of the XXI century. Nevertheless, few studies are published concerning the proposed object that can serve as a basis for practice in the actualization of interdisciplinary integration at mathematics lessons. Qualitative critical phenomenology was used as a research methodology, since the logic of the actualization of interdisciplinary integration at mathematics lessons reflects a system of historically determined values transmitted by institutionalized models of behaviour, thinking and speech. The application of critical phenomenology allowed us to come to an understanding of how the social and pedagogical aspects of the actualization of interdisciplinary integration at mathematics lessons affect the ways in which students construct reality. Critical phenomenology has made it possible to identify various approaches to the study of the actualization of interdisciplinary integration at mathematics lessons, to study the impact of social interactions in the construction of interdisciplinary discourse by students, the possible impact that interdisciplinary discourse can have on learning. Since the research was of a qualitative nature, it was inevitably influenced by the interpretative methodological paradigm, which recognizes that individual life experience is formed by context, and ideas about knowledge are socially constructed.

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Section: Introductionmentioning

confidence: 99%

Actualization of interdisciplinary integration at mathematics lessons

Zhexembinova,

Kokazhayeva,

Babaev

et al. 2023

Euro J of Education

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“…Music integration emphasizes the processes of inquiry, creation, and reflection as well as musical thinking and acting of students in other subjects (Scripp & Gilbert, 2016), which is possible through activities promoting the connections between disciplines (May, 2018; Wolkowicz, 2017). However, recent studies have indicated that classroom teachers (Lau & Grieshaber, 2018; Lovemore et al, 2021; O’Keefe et al, 2016) and pre-service teachers (Hipp & Sulentic-Dowell, 2019; King, 2018) have hardly connected learning experiences across disciplines by maintaining musical engagement and thinking. Therefore, music integration approaches need to be addressed through further academic study (Ata-Doğan & Akman, 2019; O’Keefe et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Making interdisciplinary connections through music: A systematic review of studies in general schooling context in Turkey

İra

Gültekin

2022

International Journal of Music Education

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This study aimed to systematically review the literature focusing on music integration approaches adopted in preschool to secondary education in Turkey. The relevant studies were identified through a systematic search on five databases (The National Thesis Center, TÜBİTAK ULAKBİM TR Index, ERIC, Scopus, and Web of Science). The paper analyzed the publications that were written in Turkish and English between 2010 and 2022 and that are available on the databases of empirical theses and peer-reviewed scientific journals, addressing music integration approaches adopted in preschool to secondary schools by using qualitative, quantitative, and mixed methods. By operationalizing these criteria, 35 studies were included in the review. The studies included were found to tend to use quantitative methods. Music has mainly been integrated into math, science, and language arts curricula. This study revealed that most of the analyzed studies used a subservient integration style, an arts integration style, and offered limited insight into the depth and scope of subject areas covered and the sequencing of skills. Furthermore, this study proposed to consider educational, cognitive, artistic, and affective outcomes together by maintaining the integrity of each of the disciplines in music integration studies in the general schooling context.

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