294
views
0
recommends
+1 Recommend
2 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      The impact of participation in music on learning mathematics

      ,

      London Review of Education

      UCL IOE Press

      MUSIC, MATHEMATICS, SPATIAL SKILLS, RHYTHM, ATTAINMENT

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Music psychologists have established that some forms of musical activity improve intellectual performance, spatial–temporal reasoning and other skills advantageous for learning. In this research, the potential of active music-making for improving pupils' achievement in spatial– temporal reasoning was investigated. As spatial–temporal skills are considered to be high-level mathematical abilities, this study also aimed to explore if learning music might have an effect on pupils' achievement in mathematics, and whether spatial–temporal reasoning plays a role in this process. The study had a quasi-experimental design in which groups of children aged 4 to 7 participated in a music programme containing a variety of musical, predominantly rhythmical, activities. Parallel classes made up control groups. Throughout the intervention, pupils' attainment in mathematics, reading, writing and spatial–temporal reasoning was recorded and compared between the music and control groups. The findings of the project supported the hypothesis that music instruction has an impact on the development of spatial–temporal skills. A statistically significantly greater progression was observed in most of the intervention groups, as compared in all periods of measurement to the control groups. The attainment in general mathematics did not always differ between the intervention and control groups but the analyses provided evidence of a consistent and statistically significant enhancement in learning mathematics between the youngest participants of the programme. This knowledge could inform pedagogical practice, while further research in this area could offer more insight into the association between music and mathematics.

          Related collections

          Author and article information

          Journal
          10430
          London Review of Education
          UCL IOE Press
          1474-8460
          15 November 2017
          : 15
          : 3
          : 425-438
          Article
          1474-8460(20171115)15:3L.425;1- s7.phd /ioep/clre/2017/00000015/00000003/art00007
          10.18546/LRE.15.3.07
          Product
          Categories
          Articles: Music education in context

          Comments

          Comment on this article

          London Review of Education
          Volume 15, Issue 3

          Similar content 330