'MusiMath' and 'Academic Music' - Two music-based intervention programs for fractions learning in fourth grade students. - OpacWWW

Tytuł:: 'MusiMath' and 'Academic Music' - Two music-based intervention programs for fractions learning in fourth grade students.
Autorzy:: Azaryahu L; School of Education, Bar-Ilan University, Ramat Gan, Israel.
Courey SJ; Graduate School of Education, Touro College, New York, New York.
Elkoshi R; Faculty of Music Education, Levinsky College of Education, Tel Aviv, Israel.
Adi-Japha E; School of Education, Bar-Ilan University, Ramat Gan, Israel.; The Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel.
Źródło:: Developmental science [Dev Sci] 2020 Jul; Vol. 23 (4), pp. e12882. Date of Electronic Publication: 2019 Jul 23.
Typ publikacji:: Journal Article
Język:: English
Imprint Name(s):: Original Publication: Oxford, UK ; Malden, MA, USA : Wiley-Blackwell, c1998-
MeSH Terms:: Achievement*
Mathematics*/education
Music*
Learning/*physiology
Child ; Female ; Humans ; Male ; Students
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Contributed Indexing:: Keywords: elementary school; fractions; music notation; music-mathematics integrated lessons; rhythm versus melody; transfer
Entry Date(s):: Date Created: 20190629 Date Completed: 20200928 Latest Revision: 20200928
Update Code:: 20240104
PubMed Central ID:: PMC7378943
DOI:: 10.1111/desc.12882
PMID:: 31250477
: Czasopismo naukowe

Pełny tekst

Music and mathematics require abstract thinking and using symbolic notations. Controversy exists regarding transfer from musical training to math achievements. The current study examined the effect of two integrated intervention programs representing holistic versus acoustic approaches, on fraction knowledge. Three classes of fourth graders attended 12 lessons on fractions: One class attended the 'MusiMath' holistic program (n = 30) focusing on rhythm within the melody. Another class attended the 'Academic Music' acoustic program (Courey et al., Educ Stud Math 81:251, 2012) (n = 25) which uses rhythm only. The third class received regular fraction lessons (comparison group, n = 22). Students in both music programs learned to write musical notes and perform rhythmic patterns through clapping and drumming as part of their fraction lessons. They worked toward adding musical notes to produce a number (fraction), and created addition/subtraction problems with musical notes. The music programs used a 4/4 time signature with whole, half, quarter and eighth notes. In the math lessons, the students learned the analogy between musical durations and 1 2 , 1 4 , 1 8 fractions, but also practiced fractions other than 1 2 , 1 4 , 1 8 . Music and math were assessed before, immediately following, and 3- and 6-months post-intervention. Pre- to post-intervention analyses indicated that only the 'MusiMath' group showed greater transfer to intervention-trained and untrained fractions than the comparison group. The 'Academic Music' group showed a trend on trained fractions. Although both music groups outperformed the comparison group 3- and 6-months post-intervention on trained fractions, only the 'MusiMath' group demonstrated greater gains in untrained fractions. Gains were more evident in trained than in untrained fractions. A video abstract of this article can be viewed at https://youtu.be/uJ_KWWDO624.
(© 2019 The Authors. Developmental Science published by John Wiley & Sons Ltd.)

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'MusiMath' and 'Academic Music' - Two music-based intervention programs for fractions learning in fourth grade students.