'MusiMath' and 'Academic Music' - Two music-based intervention programs for fractions learning in fourth grade students.
Identifieur interne : 000397 ( Main/Exploration ); précédent : 000396; suivant : 000398'MusiMath' and 'Academic Music' - Two music-based intervention programs for fractions learning in fourth grade students.
Auteurs : Libby Azaryahu [Israël] ; Susan Joan Courey [États-Unis] ; Rivka Elkoshi [Israël] ; Esther Adi-Japha [Israël]Source :
- Developmental science [ 1467-7687 ] ; 2020.
Descripteurs français
- KwdFr :
- MESH :
- enseignement et éducation : Mathématiques.
- physiologie : Apprentissage.
- Accomplissement, Enfant, Femelle, Humains, Musique, Mâle, Étudiants.
English descriptors
- KwdEn :
- MESH :
- education : Mathematics.
- physiology : Learning.
- Achievement, Child, Female, Humans, Male, Music, Students.
Abstract
Music and mathematics require abstract thinking and using symbolic notations. Controversy exists regarding transfer from musical training to math achievements. The current study examined the effect of two integrated intervention programs representing holistic versus acoustic approaches, on fraction knowledge. Three classes of fourth graders attended 12 lessons on fractions: One class attended the 'MusiMath' holistic program (n = 30) focusing on rhythm within the melody. Another class attended the 'Academic Music' acoustic program (Courey et al., Educ Stud Math 81:251, 2012) (n = 25) which uses rhythm only. The third class received regular fraction lessons (comparison group, n = 22). Students in both music programs learned to write musical notes and perform rhythmic patterns through clapping and drumming as part of their fraction lessons. They worked toward adding musical notes to produce a number (fraction), and created addition/subtraction problems with musical notes. The music programs used a 4/4 time signature with whole, half, quarter and eighth notes. In the math lessons, the students learned the analogy between musical durations and 1 2 , 1 4 , 1 8 1 2 , 1 4 , 1 8
DOI: 10.1111/desc.12882
PubMed: 31250477
PubMed Central: PMC7378943
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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Controversy exists regarding transfer from musical training to math achievements. The current study examined the effect of two integrated intervention programs representing holistic versus acoustic approaches, on fraction knowledge. Three classes of fourth graders attended 12 lessons on fractions: One class attended the 'MusiMath' holistic program (n = 30) focusing on rhythm within the melody. Another class attended the 'Academic Music' acoustic program (Courey et al., Educ Stud Math 81:251, 2012) (n = 25) which uses rhythm only. The third class received regular fraction lessons (comparison group, n = 22). Students in both music programs learned to write musical notes and perform rhythmic patterns through clapping and drumming as part of their fraction lessons. They worked toward adding musical notes to produce a number (fraction), and created addition/subtraction problems with musical notes. The music programs used a 4/4 time signature with whole, half, quarter and eighth notes. In the math lessons, the students learned the analogy between musical durations and <mml:math><mml:mrow><mml:mfrac><mml:mn>1</mml:mn><mml:mn>2</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>4</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>8</mml:mn></mml:mfrac></mml:mrow></mml:math> fractions, but also practiced fractions other than <mml:math><mml:mrow><mml:mfrac><mml:mn>1</mml:mn><mml:mn>2</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>4</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>8</mml:mn></mml:mfrac></mml:mrow></mml:math> . Music and math were assessed before, immediately following, and 3- and 6-months post-intervention. Pre- to post-intervention analyses indicated that only the 'MusiMath' group showed greater transfer to intervention-trained and untrained fractions than the comparison group. The 'Academic Music' group showed a trend on trained fractions. Although both music groups outperformed the comparison group 3- and 6-months post-intervention on trained fractions, only the 'MusiMath' group demonstrated greater gains in untrained fractions. Gains were more evident in trained than in untrained fractions. A video abstract of this article can be viewed at https://youtu.be/uJ_KWWDO624.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">31250477</PMID><DateCompleted><Year>2020</Year><Month>09</Month><Day>28</Day></DateCompleted><DateRevised><Year>2020</Year><Month>09</Month><Day>28</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1467-7687</ISSN><JournalIssue CitedMedium="Internet"><Volume>23</Volume><Issue>4</Issue><PubDate><Year>2020</Year><Month>07</Month></PubDate></JournalIssue><Title>Developmental science</Title><ISOAbbreviation>Dev Sci</ISOAbbreviation></Journal><ArticleTitle>'MusiMath' and 'Academic Music' - Two music-based intervention programs for fractions learning in fourth grade students.</ArticleTitle><Pagination><MedlinePgn>e12882</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1111/desc.12882</ELocationID><Abstract><AbstractText>Music and mathematics require abstract thinking and using symbolic notations. Controversy exists regarding transfer from musical training to math achievements. The current study examined the effect of two integrated intervention programs representing holistic versus acoustic approaches, on fraction knowledge. Three classes of fourth graders attended 12 lessons on fractions: One class attended the 'MusiMath' holistic program (n = 30) focusing on rhythm within the melody. Another class attended the 'Academic Music' acoustic program (Courey et al., Educ Stud Math 81:251, 2012) (n = 25) which uses rhythm only. The third class received regular fraction lessons (comparison group, n = 22). Students in both music programs learned to write musical notes and perform rhythmic patterns through clapping and drumming as part of their fraction lessons. They worked toward adding musical notes to produce a number (fraction), and created addition/subtraction problems with musical notes. The music programs used a 4/4 time signature with whole, half, quarter and eighth notes. In the math lessons, the students learned the analogy between musical durations and <mml:math><mml:mrow><mml:mfrac><mml:mn>1</mml:mn><mml:mn>2</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>4</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>8</mml:mn></mml:mfrac></mml:mrow></mml:math> fractions, but also practiced fractions other than <mml:math><mml:mrow><mml:mfrac><mml:mn>1</mml:mn><mml:mn>2</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>4</mml:mn></mml:mfrac><mml:mo>,</mml:mo><mml:mfrac><mml:mn>1</mml:mn><mml:mn>8</mml:mn></mml:mfrac></mml:mrow></mml:math> . Music and math were assessed before, immediately following, and 3- and 6-months post-intervention. Pre- to post-intervention analyses indicated that only the 'MusiMath' group showed greater transfer to intervention-trained and untrained fractions than the comparison group. The 'Academic Music' group showed a trend on trained fractions. Although both music groups outperformed the comparison group 3- and 6-months post-intervention on trained fractions, only the 'MusiMath' group demonstrated greater gains in untrained fractions. Gains were more evident in trained than in untrained fractions. A video abstract of this article can be viewed at https://youtu.be/uJ_KWWDO624.</AbstractText><CopyrightInformation>© 2019 The Authors. Developmental Science published by John Wiley & Sons Ltd.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Azaryahu</LastName><ForeName>Libby</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>School of Education, Bar-Ilan University, Ramat Gan, Israel.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Courey</LastName><ForeName>Susan Joan</ForeName><Initials>SJ</Initials><AffiliationInfo><Affiliation>Graduate School of Education, Touro College, New York, New York.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Elkoshi</LastName><ForeName>Rivka</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>Faculty of Music Education, Levinsky College of Education, Tel Aviv, Israel.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Adi-Japha</LastName><ForeName>Esther</ForeName><Initials>E</Initials><AffiliationInfo><Affiliation>School of Education, Bar-Ilan University, Ramat Gan, Israel.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>The Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>07</Month><Day>23</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Dev Sci</MedlineTA><NlmUniqueID>9814574</NlmUniqueID><ISSNLinking>1363-755X</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000124" MajorTopicYN="Y">Achievement</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D002648" MajorTopicYN="N">Child</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D005260" 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MajorTopicYN="Y">music-mathematics integrated lessons</Keyword><Keyword MajorTopicYN="Y">rhythm versus melody</Keyword><Keyword MajorTopicYN="Y">transfer</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2018</Year><Month>08</Month><Day>28</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2019</Year><Month>05</Month><Day>30</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2019</Year><Month>06</Month><Day>15</Day></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>6</Month><Day>30</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>9</Month><Day>29</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>6</Month><Day>29</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId 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Libby" uniqKey="Azaryahu L" first="Libby" last="Azaryahu">Libby Azaryahu</name></noRegion><name sortKey="Adi Japha, Esther" sort="Adi Japha, Esther" uniqKey="Adi Japha E" first="Esther" last="Adi-Japha">Esther Adi-Japha</name><name sortKey="Adi Japha, Esther" sort="Adi Japha, Esther" uniqKey="Adi Japha E" first="Esther" last="Adi-Japha">Esther Adi-Japha</name><name sortKey="Elkoshi, Rivka" sort="Elkoshi, Rivka" uniqKey="Elkoshi R" first="Rivka" last="Elkoshi">Rivka Elkoshi</name></country><country name="États-Unis"><region name="État de New York"><name sortKey="Courey, Susan Joan" sort="Courey, Susan Joan" uniqKey="Courey S" first="Susan Joan" last="Courey">Susan Joan Courey</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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