Author: Song An
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n=56) from an elementary school in Southern California participated in the research. A random assignment pretest-posttest control group design was used to examine students' changes in mathematics content achievement and the disposition between the two groups. The students in the music group received music-mathematics integrated lessons. A quasi-experiment time series design with multiple pretests, mid-tests and posttests was utilized for investigating the effects of music-mathematics integrated lessons on students' mathematics process ability levels. The results demonstrated that the intervention of a series of music-mathematics integrated lessons had positive effects on the music group students. The findings showed that the music group students had statistically significantly higher scores on mathematics achievement, and mathematics dispositions after the intervention. Moreover, the music group students also showed statistically significant improvement on scores in the mathematics process abilities from pretests to posttests. The study results suggested that music, with its unique features, can be used as a resource for students to make these connections and also as a way for students to represent mathematics in alternative ways. The findings suggest that teachers should take advantage of the opportunities that music offers to help all students learn mathematics in challenging and enjoyable ways developing students' mathematics achievement, mathematical process ability, and mathematics dispositions.
The Effects of Music-mathematics Integrated Curriculum and Instruction on Elementary Students0́9 Mathematics Achievement and Dispositions
Author: Song An
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n=56) from an elementary school in Southern California participated in the research. A random assignment pretest-posttest control group design was used to examine students' changes in mathematics content achievement and the disposition between the two groups. The students in the music group received music-mathematics integrated lessons. A quasi-experiment time series design with multiple pretests, mid-tests and posttests was utilized for investigating the effects of music-mathematics integrated lessons on students' mathematics process ability levels. The results demonstrated that the intervention of a series of music-mathematics integrated lessons had positive effects on the music group students. The findings showed that the music group students had statistically significantly higher scores on mathematics achievement, and mathematics dispositions after the intervention. Moreover, the music group students also showed statistically significant improvement on scores in the mathematics process abilities from pretests to posttests. The study results suggested that music, with its unique features, can be used as a resource for students to make these connections and also as a way for students to represent mathematics in alternative ways. The findings suggest that teachers should take advantage of the opportunities that music offers to help all students learn mathematics in challenging and enjoyable ways developing students' mathematics achievement, mathematical process ability, and mathematics dispositions.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n=56) from an elementary school in Southern California participated in the research. A random assignment pretest-posttest control group design was used to examine students' changes in mathematics content achievement and the disposition between the two groups. The students in the music group received music-mathematics integrated lessons. A quasi-experiment time series design with multiple pretests, mid-tests and posttests was utilized for investigating the effects of music-mathematics integrated lessons on students' mathematics process ability levels. The results demonstrated that the intervention of a series of music-mathematics integrated lessons had positive effects on the music group students. The findings showed that the music group students had statistically significantly higher scores on mathematics achievement, and mathematics dispositions after the intervention. Moreover, the music group students also showed statistically significant improvement on scores in the mathematics process abilities from pretests to posttests. The study results suggested that music, with its unique features, can be used as a resource for students to make these connections and also as a way for students to represent mathematics in alternative ways. The findings suggest that teachers should take advantage of the opportunities that music offers to help all students learn mathematics in challenging and enjoyable ways developing students' mathematics achievement, mathematical process ability, and mathematics dispositions.
The Impact of Music on Student Achievement in the Third and Fourth Grade Math Curriculum
Author: Ruth E. Albright
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 208
Book Description
Research indicates students who engage in music exhibit improved cognitive development. The quantitative study was conducted in a large suburban school district in Southeast Georgia. This study investigated the impact of music on student achievement when music is incorporated with the core academic subject of mathematics at the elementary level. This goal was accomplished by using a pretest-posttest control group design with a population of 51 third grade students and 51 fifth grade students through a series of analysis of covariance tests (ANCOVA). The t-test results showed statistically significant difference when comparing the experimental and control groups: t (26) = 6.11, p [greater than].000, t (23) = 3.73, p [greater than].001, t (26) = 6.01,p [greater than].000, t ((23) = 7.30,p [greater than].000. Analysis of Covariance (ANCOVA) was used with the data to answer Research Question 2. Both groups showed significant difference. White students in both the control and experimental group outperformed black students in the experimental and control groups, F (7, 94) = 5.47, p [greater than].000. In answer to Research Question 3, when comparing the high socioeconomic group to the low socioeconomic group we find that many of the low socioeconomic groups scored higher than the high socioeconomic status groups F(7,94) = 6.03, p [greater than] .000 . It is recommended that future studies incorporate a power analysis to ensure sufficient sample size. The findings benefit teachers and students by presenting data supporting how the use of baroque and classical music playing along with music integration into the math curriculum is an important role in increasing student achievement in mathematics.
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 208
Book Description
Research indicates students who engage in music exhibit improved cognitive development. The quantitative study was conducted in a large suburban school district in Southeast Georgia. This study investigated the impact of music on student achievement when music is incorporated with the core academic subject of mathematics at the elementary level. This goal was accomplished by using a pretest-posttest control group design with a population of 51 third grade students and 51 fifth grade students through a series of analysis of covariance tests (ANCOVA). The t-test results showed statistically significant difference when comparing the experimental and control groups: t (26) = 6.11, p [greater than].000, t (23) = 3.73, p [greater than].001, t (26) = 6.01,p [greater than].000, t ((23) = 7.30,p [greater than].000. Analysis of Covariance (ANCOVA) was used with the data to answer Research Question 2. Both groups showed significant difference. White students in both the control and experimental group outperformed black students in the experimental and control groups, F (7, 94) = 5.47, p [greater than].000. In answer to Research Question 3, when comparing the high socioeconomic group to the low socioeconomic group we find that many of the low socioeconomic groups scored higher than the high socioeconomic status groups F(7,94) = 6.03, p [greater than] .000 . It is recommended that future studies incorporate a power analysis to ensure sufficient sample size. The findings benefit teachers and students by presenting data supporting how the use of baroque and classical music playing along with music integration into the math curriculum is an important role in increasing student achievement in mathematics.
The Effects of Private Music Instruction on Mathematics Achievement
Author: Elaine Joyce Baugher
Publisher:
ISBN:
Category : Music in mathematics education
Languages : en
Pages : 246
Book Description
Publisher:
ISBN:
Category : Music in mathematics education
Languages : en
Pages : 246
Book Description
Mathematics and Music
Author: Elizabeth Rebecca Wentworth
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Three major differences were identified: the research group used function notation more frequently than the control group, the control group demonstrated confusion between composition of functions and inverse functions while the research group did not and the research group showed more mathematical work for the applications portion of the exam than the control group. Qualitative analysis was also done to identify trends in the questionnaire data. Among the major differences between groups was the increased willingness to work with mathematical applications in the future by the research group compared to the control group. The integrated instruction led to comparable and in some cases significantly better mathematics outcomes than the control group and led students to an increased willingness to work with mathematical applications both on the posttest and moving forward.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Three major differences were identified: the research group used function notation more frequently than the control group, the control group demonstrated confusion between composition of functions and inverse functions while the research group did not and the research group showed more mathematical work for the applications portion of the exam than the control group. Qualitative analysis was also done to identify trends in the questionnaire data. Among the major differences between groups was the increased willingness to work with mathematical applications in the future by the research group compared to the control group. The integrated instruction led to comparable and in some cases significantly better mathematics outcomes than the control group and led students to an increased willingness to work with mathematical applications both on the posttest and moving forward.
The Effect of Music Instruction on Math and Language Arts Scores in Elementary School
Author: Mirastasha Ashley-Briann Thomas
Publisher:
ISBN:
Category : School music
Languages : en
Pages : 240
Book Description
The purpose of this study is to determine if music and academic achievement are connected to form a more cohesive unit of learning. This project attempts to show how participation in a music program in school will not only help children explore new academic experiences but will also help in their academic achievment through improvement in test scores in mathematics and languages.
Publisher:
ISBN:
Category : School music
Languages : en
Pages : 240
Book Description
The purpose of this study is to determine if music and academic achievement are connected to form a more cohesive unit of learning. This project attempts to show how participation in a music program in school will not only help children explore new academic experiences but will also help in their academic achievment through improvement in test scores in mathematics and languages.
The Effect of Instrumental Music Instruction on the Standardized Mathematics Assessment Achievement of Elementary Students in Grades 3 Through 5
Author: Kristina Gillmeister
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 40
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 40
Book Description
The Effect of Music on the Mathematics Achievement of Third-grade Students
Author: Julia Young
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 80
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 80
Book Description
Affect and Mathematics Education
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3030137619
Category : Education
Languages : en
Pages : 437
Book Description
This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Publisher: Springer
ISBN: 3030137619
Category : Education
Languages : en
Pages : 437
Book Description
This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
The Differential Effects of Mathematics Instruction on the Achievement of Students of Varying Performance Levels
Author: Jane S. Jung
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
Book Description
An Analysis of the Influence of Music on Academic Achievement in Urban Education
Author: Hollie Hood-Mincey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 117
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 117
Book Description