Preservice Teachers' Beliefs and Attitude About Teaching and Learning Mathematics Through Music: An Intervention Study

This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly sele...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:School science and mathematics 2011-05, Vol.111 (5), p.236-248
Hauptverfasser: An, Song A., Ma, Tingting, Capraro, Mary Margaret
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern university. A 90‐minute mathematics lesson integrated with a music composition activity was taught by the first author. Pre‐ and postquestionnaires were provided to evaluate the change in preservice teachers' attitude and beliefs toward mathematics. The results demonstrated that the mathematics lesson integrated with music had a positive effect on preservice teachers' attitude and beliefs toward mathematics teaching and learning.
ISSN:0036-6803
1949-8594
DOI:10.1111/j.1949-8594.2011.00082.x