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Learning mathematics through music for young children
Author
Shahrulbariah Muhammad Arif
Supervisor
Stead, Peter
Abstract
Many music educators and researchers advocate that children's involvement in music programs provides a conceptual foundation for subjects such as mathematics. This study examined the impact of music on Primary Two children's ability to memorise their multiplication tables and to enhance children's mathematical achievement.
A quasi-experimental design is used on 6 intact classes. These classes are divided into two equivalent groups based on their overall mathematics examination last year, i.e. in 2007. The experimental group would receive intervention in music. They were taught multiplication songs to improve their ability to memorise multiplication tables. These songs were taught daily during mathematics periods for one week. They were also taught to play pianica with both their right and lee hands during their music periods (two 30-minute periods weekly). Playing with both hands stimulate both hemispheres of the brain, thus enhancing thinking and learning. Children from the control group were not taught multiplication songs prior to the posttests. They were taught according to the given school music program that teaches children to play the pianica with their right hands only.
Multiplication songs have moderately, but significantly helped pupils to memorise their multiplication tables. Pupils who have difficulty memorising by rote enjoy memorising the tables through short, simple and familiar tunes. The data from this study fall short in supporting the theory that playing the pianica with both hands enhances thinking and learning. Perhaps, having music lessons once or twice weekly is insufficient to stimulate both hemispheres of the brain.
A quasi-experimental design is used on 6 intact classes. These classes are divided into two equivalent groups based on their overall mathematics examination last year, i.e. in 2007. The experimental group would receive intervention in music. They were taught multiplication songs to improve their ability to memorise multiplication tables. These songs were taught daily during mathematics periods for one week. They were also taught to play pianica with both their right and lee hands during their music periods (two 30-minute periods weekly). Playing with both hands stimulate both hemispheres of the brain, thus enhancing thinking and learning. Children from the control group were not taught multiplication songs prior to the posttests. They were taught according to the given school music program that teaches children to play the pianica with their right hands only.
Multiplication songs have moderately, but significantly helped pupils to memorise their multiplication tables. Pupils who have difficulty memorising by rote enjoy memorising the tables through short, simple and familiar tunes. The data from this study fall short in supporting the theory that playing the pianica with both hands enhances thinking and learning. Perhaps, having music lessons once or twice weekly is insufficient to stimulate both hemispheres of the brain.
Date Issued
2009
Call Number
QA135.6 Sha
Date Submitted
2009