School as Studio: Learning through the Arts

Stevens, Karen

doi:10.1080/00228958.2002.10516377

Cited by 3 publications

(1 citation statement)

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“…Emotion is essential in students' learning because it focuses attention on learning (Sylwester, 1995). Arts bonded with emotions enabled students to express themselves and to communicate ideas (Stevens, 2002). As an application of motivation theory to reduce mathematical anxiety as well as to increase motivation and engagement, Miller and Mitchell (1994) suggested that teachers should create a positive learning environment, free from tension and other possible causes of embarrassment or humiliation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Preservice Teachers' Beliefs and Attitude About Teaching and Learning Mathematics Through Music: An Intervention Study

Capraro

2011

School Sci & Mathematics

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This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern university. A 90‐minute mathematics lesson integrated with a music composition activity was taught by the first author. Pre‐ and postquestionnaires were provided to evaluate the change in preservice teachers' attitude and beliefs toward mathematics. The results demonstrated that the mathematics lesson integrated with music had a positive effect on preservice teachers' attitude and beliefs toward mathematics teaching and learning.

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Section: Theoretical Frameworkmentioning

confidence: 99%