Academic music: music instruction to engage third-grade students in learning basic fraction concepts
- 1.5k Downloads
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 socio-economic 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.
KeywordsFraction concepts Elementary Representation Music notation Semiotics
- Arzarello, F., & Paola, D. (2007) Semiotic games: The role of the teacher. In J. Woo, H. Lew, K. Park, & D. Seo (Eds.). In Proceedings of the 31st conference of the International Group for the Psychology of Mathematics Education, 2, 17–24. Seoul: PMEGoogle Scholar
- Arzarello, F., & Robuti, O. (2004). Approaching functions through motion experiments. Educational Studies in Mathematics, 57, 305–308.Google Scholar
- Basurto, I. (1999). Conditions of reading comprehension which facilitate word problems for second language learners. Reading Improvement, 36, 143–148.Google Scholar
- Behr, M. J., Lesh, R., Post, T. R., & Silver, E. A. (1983). Rational number concepts. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and procedures (pp. 91–126). New York, NY: Academic Press.Google Scholar
- Brigham, J. F., Wilson, R., Jones, E., & Moisio, M. (1996). Best Practices: Teaching decimals, fractions, and percents to students with learning disabilities. LD Forum, 21, 10–15. Available from http://www.cldinternational.org/PDF/Initiatives/MathSeries/brigham.pdf. Accessed 11 August 2011.
- Bruner, J. S. (1977). The process of education. Cambridge, MA: Harvard University Press.Google Scholar
- California Department of Education (1999). Mathematics content standards for California public school: Kindergarten through grade twelve. Available from http://www.cde.ca.gov/be/st/ss/. Accessed 8 January 2012.
- Center on Education Policy (2005). NCLB Policy Brief 3: Is NCLB Narrowing the Curriculum? Available from www.ctredpol.org/nclb/NCLBPolicyBriefs2005/CEPPB3web.pdf. Accessed 8 January 2008.
- Chandler, D. (1994). Semiotics for beginners. Available from http://www.aber.ac.uk/media/Documents/S4B. Accessed 11 August 2011.
- Cobb, P. (2000). From representations to symbolizing: Introductory comments on semiotics and mathematical learning. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 17–36). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
- Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation. Design and analysis issues for field settings. Chicago, IL: Rand McNally.Google Scholar
- Cramer, K. A., Post, T. R., & delMas, R. C. (2002). Initial fraction learning by fourth- and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33, 111–145. doi: 10.2307/749646.CrossRefGoogle Scholar
- David, J. H. (1995). The mathematics of music. Available from http://jackhdavid.thehouseofdavid.com/papers/math.html. Accessed 6 January 2012.
- Ediger, M. (1999). Psychology foundations in teaching mathematics. (ERIC Document Reproduction Service No. ED431606). Accessed 14 July 2009 from ERIC database.Google Scholar
- Frykholm, J. A. (2004). Teachers' tolerance for discomfort: Implications for curriculum reform in mathematics education. Journal of Curriculum and Supervision, 19(2), 125–149.Google Scholar
- Furner, J. M., & Berman, B. T. (2004). Building math confidence for a high-tech world. Academic Exchange Quarterly, 8(2), 214–220.Google Scholar
- Hiebert, J. (1989). The struggle to link written symbols with understandings: An update. Arithmetic Teacher, 36, 38–44.Google Scholar
- Maccini, P., & Gagnon, J. C. (2002). Perceptions and application of NCTM standards by special and general education teachers. Exceptional Children, 68, 325–345.Google Scholar
- McLaughlin, M. W., Shepard, L. A., & O’Day, J. A. (1995). Improving education through standards-based reform: A report by the National Academy of Education panel on standards-based education reform. Stanford, CA: Stanford University, National Academy of Education.Google Scholar
- Music for All (2005). Music Advocacy. Retrieved August 10, 2010, from http://www.musicforall.org/who-we-are/advocacy
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.Google Scholar
- National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findell (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.Google Scholar
- No Child Left Behind Act of 2001. 20 U.S.C. § 6310 et seq. (Reauthorization of the Elementary and Secondary Education Act).Google Scholar
- Post, T. R., Behr, M. J., & Lesh, R. (1986). Research-based observations about children’s learning of rational number concepts. Focus on Learning Problems in Mathematics, 8(1), 39–48.Google Scholar
- Radford, L., Bardini, C., & Sabena, C. (2007). Perceiving the general: The multi-semiotic dimension of students' algebraic activity. Journal for Research in Mathematics Education, 28, 507–530.Google Scholar
- Scarlato, M. C., & Burr, W. A. (2002). Teaching fractions to middle school students. Journal of Direct Instruction, 2, 23–38.Google Scholar
- Schnepp, M., & Chazan, D. (2004). Incorporating experiences of motion into a calculus classroom. Educational Studies in Mathematics, 57, 309–313.Google Scholar
- Shields, D. J. (2005). Teachers have the power to alleviate math anxiety. Academic Exchange Quarterly, 9(3), 326–330.Google Scholar
- Vygotsky, L. (1978). Interaction between learning and development. In M. Cole, V. John Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79–91). Cambridge, MA: Harvard University Press.Google Scholar
- Wheeler, L. (1985). Orff and Kodaly: Adapted for the elementary school (3rd ed.). Dubuque, IA: Wm. C. Brown.Google Scholar
- Young-Loveridge, J., Taylor, M., Hawera, N., & Sharma, S. (2007). Year 7-8 students’ solution strategies for a task involving addition of unlike fractions. In Findings from the New Zealand numeracy development project 2006. Wellington, New Zealand: Ministry of Education.Google Scholar