Academic music: music instruction to engage thirdgrade students in learning basic fraction concepts
 Susan Joan Courey,
 Endre Balogh,
 Jody Rebecca Siker,
 Jae Paik
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This study examined the effects of an academic music intervention on conceptual understanding of music notation, fraction symbols, fraction size, and equivalency of third graders from a multicultural, mixed socioeconomic public school setting. Students (N = 67) were assigned by class to their general education mathematics program or to receive academic music instruction two times/week, 45 min/session, for 6 weeks. Academic music students used their conceptual understanding of music and fraction concepts to inform their solutions to fraction computation problems. Linear regression and t tests revealed statistically significant differences between experimental and comparison students’ music and fraction concepts, and fraction computation at posttest with large effect sizes. Students who came to instruction with less fraction knowledge responded well to instruction and produced posttest scores similar to their higher achieving peers.
Inside
Within this Article
 Introduction
 Theoretical perspective: a semiotic approach to instruction
 Research questions
 Methodology
 Experimental procedures: instructional components of academic music
 Results
 Discussion
 Conclusions
 References
 References
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 Title
 Academic music: music instruction to engage thirdgrade students in learning basic fraction concepts
 Journal

Educational Studies in Mathematics
Volume 81, Issue 2 , pp 251278
 Cover Date
 20121001
 DOI
 10.1007/s1064901293959
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Fraction concepts
 Elementary
 Representation
 Music notation
 Semiotics
 Industry Sectors
 Authors

 Susan Joan Courey ^{(1)}
 Endre Balogh ^{(1)}
 Jody Rebecca Siker ^{(1)}
 Jae Paik ^{(1)}
 Author Affiliations

 1. San Francisco State University, San Francisco, CA, USA