Academic music: music instruction to engage third-grade students in learning basic fraction concepts
Academic music: music instruction to engage third-grade students in learning basic fraction concepts
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DOI：
10.1007/s10649-012-9395-9
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发表时间：
2012-10-01
影响因子：
3.2
通讯作者：
Paik, Jae
中科院分区：
文献类型：
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作者：
Courey, Susan Joan;Balogh, Endre;Paik, Jae
本研究探讨了影响的学术音乐干预的概念理解的音乐符号，分数符号，分数的大小，和等效的三年级学生从一个多元文化，混合的社会经济的公立学校设置。学生（N = 67）被分配到他们的通识教育数学课程或接受学术音乐教学两次/周，45分钟/届，为期6周。学术音乐的学生用他们的音乐和分数概念的概念理解，通知他们的解决方案，分数计算问题。线性回归和t检验显示，实验和比较学生的音乐和分数的概念，分数计算在后测大的效果大小的统计学显着差异。学生来指导分数知识较少的反应良好的指令，并产生类似于他们的成绩较高的同龄人后测分数。
This study examined the effects of an academic music intervention on conceptual understanding of music notation, fraction symbols, fraction size, and equivalency of third graders from a multicultural, mixed socio-economic public school setting. Students (N = 67) were assigned by class to their general education mathematics program or to receive academic music instruction two times/week, 45 min/session, for 6 weeks. Academic music students used their conceptual understanding of music and fraction concepts to inform their solutions to fraction computation problems. Linear regression and t tests revealed statistically significant differences between experimental and comparison students' music and fraction concepts, and fraction computation at posttest with large effect sizes. Students who came to instruction with less fraction knowledge responded well to instruction and produced posttest scores similar to their higher achieving peers.