Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group

Song A. An 1 * , Daniel A. Tillman 1
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1 Department of Teacher Education, University of Texas at El Paso, El Paso, U.S.A.
* Corresponding Author
EUR J SCI MATH ED, Volume 3, Issue 1, pp. 45-60. https://doi.org/10.30935/scimath/9420
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ABSTRACT

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 atproviding teachers an alternative approach for teaching mathematics. Two classes ofthird grade students (n=56) from an elementary school in the west coast of the United States participated in the research. A random assignment pretest-posttest controlgroup design was used to examine students' changes in mathematical ability betweenthe two groups. A quasi-experiment time series design with multiple pretests, midtests and posttests was utilized for investigating the effects of music-mathematics lessonson students' mathematics process ability level. The results demonstrated that theintervention of music-mathematics integrated lessons had statistically significantimprovement on the music group students' mathematical abilities.

CITATION

An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45-60. https://doi.org/10.30935/scimath/9420