The integration of music and mathematics education in Catalonia and England: perspectives on theory and practice

Viladot, Laia; Hilton, Caroline; Casals, Albert; Saunders, Jo; Carrillo, Carmen; Henley, Jennie; González-Martín, Cristina; Prat, Montserrat; Welch, Graham

doi:10.1080/14613808.2017.1290595

Cited by 13 publications

(6 citation statements)

References 11 publications

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“…This may require support from higher education tutors and teachers and is likely to take time to develop. However, experience to date indicates that, when experienced teachers and trainee teachers engage in appropriate activities for themselves, they quickly develop the confidence to explore the activities further and even go on to create activities of their own [17]. Finally, the proposed approach is supported by previous research [18], which reports that teachers became more comfortable at the global thought of integrating music and core academic objectives, with a slight increase in the confidence level in integrating music with reading, math, science or social studies objectives.…”

Section: The Need For Curricular Integrationmentioning

confidence: 99%

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Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

2021

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In the particular case of Spain, student and teacher difficulties associated with the mathematical discipline have been evidenced in PISA and TEDS-M reports. As we consider that the teachers’ difficulties are connected to the students’ performance, we propose a multi-disciplinary approach to deliver specific didactic/mathematical knowledge to the trainee teachers. Such additional instruction shall be meaningfully connected to the real needs of the schools, so a service-learning approach is proposed here. In the present manuscript, the trainee teachers have co-designed educational escape rooms (in coordination with local schools) with the aim of mobilizing curricular knowledge. The goal of the educational escape rooms is to foster the mathematic-related competencies by establishing meaningful connections to other curricular disciplines (music-related knowledge, in the case of this study). This paper reports on the particular experience developed with a group of students (trainee teachers) while designing their educational escape rooms, focusing on the particular case of a specific student to evidence the formative potential of the procedure. The didactic suitability of the proposed escape room has been analyzed and professional development has also been discussed, showing the mobilization of relevant professional skills and fostering the related music and mathematical didactic competencies by shifting the teaching perspective from an algorithmic point of view to a more “reasoning and designing” strategy. This constitutes an evidence of the formative potential on the co-design of educational escape rooms, when designed in the frame of a service learning approach.

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Section: The Need For Curricular Integrationmentioning

confidence: 99%

“…As EERs have been designed to mobilize mathematic skills and knowledge, the transcribed situations can be used to develop a variety of items of the conventional trainee teachers' curricula. This line is out of the focus of the manuscript, but some results have already been published [17] and is briefly presented here to provide a full view of the picture.…”

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confidence: 99%

Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

2021

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“…Not less popular today remains the examination of the influence of passive listening to music and direct musical activities (choral or vocal singing, playing musical instruments, etc.) on the educational process (Tossavainen and Juvonen 2015; Trinick et al 2016; Viladot et al 2017). McDonel (2015) has concentrated on early learning connections between music and mathematics.…”

Section: Introductionmentioning

confidence: 99%

Chinese folk music and its effect on human mathematical thinking skills

Wang

Luo

2022

Interdisciplinary Science Reviews

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This work aimed to study the short-and long-term effects of listening to Chinese folk music on mathematical thinking skills. The central research methodology was based on an independent assessment of respondents' success in mathematics with reference to the amount of overall time spent listening to Chinese folk music. The results obtained for the experimental group reported a positive correlation between individuals' mathematical skills and Chinese folk music listening duration, while the control group outcomes turned out to be practically time-independent. The s 2 vale for the Student's t-test, used for the hypothesis testing, for each of the intervals of the mathematical tests ranges from 0.015 to 0.06 for the experimental group and from 0.01 to 0.19 for the control group. An alternative hypothesis about a direct correlation between passive listening to Chinese traditional music and mathematical thinking skills was confirmed using the independent two-sample Student's t-test.

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“…Several studies refer to the benefits of music in students' mathematical learning [3][4][5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Doing Math with Music - Instrumental Orchestration

Silva¹,

Lopes

Costa

2021

Communications in Computer and Information Science

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The use of artefacts by mathematics teachers in their classroom while teaching practices can play an important role in the quality of teaching. The selection of these artefacts depends on the type of intervention carried out in an educational context and on the mathematical concepts to be worked on. The aim of this study is to understand how artefacts are orchestrated when interventions are made where math is done with music, as well as to understand how these artefacts become epistemic tools for students. Therefore, a case study was developed, with a class of the 7th grade, during an academic year, covering the areas of mathematics: numbers and operations; algebra and functions. The results suggest that it is possible to do mathematics with music, using artefacts orchestrated among themselves. They also suggest that the orchestrated artefacts allow to create a context in which the student's learning is active, where the artefact has the status of an epistemic tool.

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The integration of music and mathematics education in Catalonia and England: perspectives on theory and practice

Cited by 13 publications

References 11 publications

Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge

Chinese folk music and its effect on human mathematical thinking skills

Doing Math with Music - Instrumental Orchestration

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