Abstract
A solid foundation in mathematics is paramount to a comprehensive STEM education. Many students, however, struggle with connecting mathematical concepts with their everyday life and find its symbolic nomenclature unintuitive; subsequently this can be a significant barrier for many students in undertaking further STEM studies. In this paper we describe a pilot study which aims to determine whether understanding in mathematics, and specifically, fractions, equivalence, ordinance, and division, improves when we employ music and musical rhythm in our lessons. This pilot study is currently being trialed at a public high school in Sydney's South-West and despite the fact that the study is ongoing, preliminary data suggest students are responding to this novel teaching methodology. In this paper we report increases in both test performance and, importantly, student engagement.
| Language | English |
|---|---|
| Title of host publication | Proceedings of 2018 IEEE International Conference onTeaching, Assessment, and Learning for Engineering (TALE) |
| Editors | Mark J. W. Lee, Sasha Nikolic, Montserrat Ros, Jun Shen, Leon C. U. Lei, Gary K. W. Wong, Neelakantam Venkatarayalu |
| Place of Publication | Piscataway, NJ |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) |
| Pages | 927-931 |
| Number of pages | 5 |
| ISBN (Electronic) | 9781538665220, 9781538665213 |
| ISBN (Print) | 9781538665237 |
| DOIs | |
| Publication status | Published - 2018 |
| Event | 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 - Wollongong, Australia Duration: 4 Dec 2018 → 7 Dec 2018 |
Publication series
| Name | |
|---|---|
| ISSN (Print) | 2374-0191 |
| ISSN (Electronic) | 2470-6698 |
Conference
| Conference | 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 |
|---|---|
| Country | Australia |
| City | Wollongong |
| Period | 4/12/18 → 7/12/18 |
Fingerprint
Keywords
- STEM education
- STEAM education
- K-12 mathematics
- music education
- analogical encoding
Cite this
}
Teaching mathematics with music : a pilot study. / Hamilton, Tara Julia; Doai, Julieanne; Milne, Andrew; Saisanas, Vicky; Calilhanna, Andrea; Hilton, Courtney; Goldwater, Micah; Cohn, Richard.
Proceedings of 2018 IEEE International Conference onTeaching, Assessment, and Learning for Engineering (TALE). ed. / Mark J. W. Lee; Sasha Nikolic; Montserrat Ros; Jun Shen; Leon C. U. Lei; Gary K. W. Wong; Neelakantam Venkatarayalu. Piscataway, NJ : Institute of Electrical and Electronics Engineers (IEEE), 2018. p. 927-931.Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › Research › peer-review
TY - GEN
T1 - Teaching mathematics with music
T2 - a pilot study
AU - Hamilton, Tara Julia
AU - Doai, Julieanne
AU - Milne, Andrew
AU - Saisanas, Vicky
AU - Calilhanna, Andrea
AU - Hilton, Courtney
AU - Goldwater, Micah
AU - Cohn, Richard
PY - 2018
Y1 - 2018
N2 - A solid foundation in mathematics is paramount to a comprehensive STEM education. Many students, however, struggle with connecting mathematical concepts with their everyday life and find its symbolic nomenclature unintuitive; subsequently this can be a significant barrier for many students in undertaking further STEM studies. In this paper we describe a pilot study which aims to determine whether understanding in mathematics, and specifically, fractions, equivalence, ordinance, and division, improves when we employ music and musical rhythm in our lessons. This pilot study is currently being trialed at a public high school in Sydney's South-West and despite the fact that the study is ongoing, preliminary data suggest students are responding to this novel teaching methodology. In this paper we report increases in both test performance and, importantly, student engagement.
AB - A solid foundation in mathematics is paramount to a comprehensive STEM education. Many students, however, struggle with connecting mathematical concepts with their everyday life and find its symbolic nomenclature unintuitive; subsequently this can be a significant barrier for many students in undertaking further STEM studies. In this paper we describe a pilot study which aims to determine whether understanding in mathematics, and specifically, fractions, equivalence, ordinance, and division, improves when we employ music and musical rhythm in our lessons. This pilot study is currently being trialed at a public high school in Sydney's South-West and despite the fact that the study is ongoing, preliminary data suggest students are responding to this novel teaching methodology. In this paper we report increases in both test performance and, importantly, student engagement.
KW - STEM education
KW - STEAM education
KW - K-12 mathematics
KW - music education
KW - analogical encoding
UR - http://www.scopus.com/inward/record.url?scp=85062106704&partnerID=8YFLogxK
U2 - 10.1109/TALE.2018.8615262
DO - 10.1109/TALE.2018.8615262
M3 - Conference proceeding contribution
SN - 9781538665237
SP - 927
EP - 931
BT - Proceedings of 2018 IEEE International Conference onTeaching, Assessment, and Learning for Engineering (TALE)
A2 - Lee, Mark J. W.
A2 - Nikolic, Sasha
A2 - Ros, Montserrat
A2 - Shen, Jun
A2 - Lei, Leon C. U.
A2 - Wong, Gary K. W.
A2 - Venkatarayalu, Neelakantam
PB - Institute of Electrical and Electronics Engineers (IEEE)
CY - Piscataway, NJ
ER -