
06454589
j
2015d.00420
An, Song A.
Tillman, Daniel A.
Boren, Rachel
Wang, Junjun
Fostering elementary students' mathematics disposition through musicmathematics integrated lessons.
Int. J. Math. Teach. Learn. 2014, 19 p., electronic only (2014).
2014
Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth University, Plymouth; Mathematics Education Department at College of Ny\'{\i}regyh\'aza, Ny\'{\i}regyh\'aza
EN
D42
M82
C22
elementary school students
teaching methods
interdisciplinary instruction
musicmathematics integrated curriculum
student attitudes
student characteristics
mathematics achievement
innovative instruction
instructional effectiveness
mathematics disposition
http://www.cimt.plymouth.ac.uk/journal/an.pdf
Summary: Two classes of third grade students ($n = 56$) from an elementary school located on the western coast of the United States participated in this research study. A pretestposttest control group design was utilized to examine changes between two groups of participating students' in mathematics achievement and dispositions, including beliefs about success, attitude, confidence, motivation, and usefulness. The students in the music group received musicmathematics integrated lessons, while the students in the control group received traditional lecture and textbook based mathematics instruction. Analysis of the results demonstrated that despite statistically equivalent pretest scores prior to the intervention, after the intervention the music group students had statistically significantly higher positive mathematics dispositions scores than their nonmusic group peers. These findings provide empirical evidence that there are advantages to teachers utilizing musicthemed activities as a context for offering students the opportunity to learn mathematics in a challenging yet enjoyable learning environment.