School of Education, Bar-Ilan University, Ramat Gan, Israel.
Graduate School of Education, Touro College, New York, New York.
Dev Sci. 2020 Jul;23(4):e12882. doi: 10.1111/desc.12882. Epub 2019 Jul 23.
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 fractions, but also practiced fractions other than . 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.
音乐和数学都需要抽象思维和使用符号表示。关于音乐训练对数学成绩的迁移作用存在争议。本研究考察了两种综合干预计划对分数知识的影响，这两种计划分别代表整体和声学方法。三个四年级班级参加了 12 节分数课程：一个班级参加了“音乐数学”整体课程（n=30），重点是旋律中的节奏。另一个班级参加了“学术音乐”声学课程（Courey 等人，Educ Stud Math 81:251, 2012）（n=25），该课程仅使用节奏。第三个班级接受了常规分数课程（对照组，n=22）。音乐课程的学生通过拍手和击鼓学习写音符和演奏节奏模式，作为分数课程的一部分。他们努力将音符添加到数字（分数）中，并使用音符创建加法/减法问题。音乐课程使用 4/4 拍号，有全音符、半音符、四分音符和八分音符。在数学课上，学生学习了音乐持续时间与分数之间的类比，但也练习了除 以外的分数。在干预前后以及干预后 3 个月和 6 个月对音乐和数学进行了评估。干预前后的分析表明，只有“音乐数学”组比对照组显示出更大的分数迁移到干预训练和未训练分数。“学术音乐”组在训练分数上表现出一种趋势。尽管音乐组在干预后 3 个月和 6 个月的训练分数上都优于对照组，但只有“音乐数学”组在未训练分数上表现出更大的提高。在训练分数上的收益比未训练分数更明显。本文的视频摘要可以在 https://youtu.be/uJ_KWWDO624 上观看。
