BibTex RIS Cite

The Effects of Music on Basic Mathematics Fact Fluency for Third Grade Students

Year 2013, Volume: 2 Issue: 2, 43 - 60, 19.03.2016

Daniele Brock Dawn Lambeth

Abstract

The purpose of the study was to determine if mathematics-related music had any effect on mathematic fact fluency for third-grade students (N = 38) in the southeastern United States.  Students were divided into control and treatment groups.  The treatment group received mathematics-related music twice a week for 15 min.  Results were determined using pre and posttest scores, student engagement checklist and student surveys.  The intervention had a medium effect (d = 0.41) on Mathematic Computational Fluency scores for students receiving mathematics-related music.  Mathematics-related music increased scores approximately 16%.  Student engagement was significantly different when participating in mathematics-related music when compared to mathematics instruction.  The students' attitudes survey revealed that students enjoy music activities and basic mathematics computation.

 

Keywords

-

References

  • Aldridge, J., & Goldman, R. (2007). Current Issues and Trends in Education (2nd ed.). Boston: Pearson.
  • Bintz, W. (2010). Singing Across the Curriculum. The Reading Teacher, 63(8), 683-686.
  • Cooper, J., & Schleser, R. (2006). Closing the achievement gap: Examining the role of cognitive developmental level in academic achievement. Early Childhood Education Journal, 33(5), 301-30
  • Cooper, M. A. (2011). The gap persists: New CEP report gives mixed reviews to NCLB. The Hispanic Outlook in Higher Education, 21(9), 11-12.
  • Edelson, R. J. & Johnson, G. L. (2003). Integrating music and mathematics in the elementary classroom. Teaching Children Mathematics, 9(8), 474-479.
  • Gardiner, M. F. (2000). Music, Learning, and Behavior: A case for mental stretching. Journal for Learning Through Music 4(1), 72-93. http://music-in-education.org/articles/1-R.pdf Geist, E. A., & Geist, K. (2009). In service training of head start teachers to overcome early risks of mathematics failure: the mathstaar program. College Student Journal, 43(4), 988-998. Retrieved from http://www.projectinnovation.biz/csj_2006.html
  • Geist, K., & Geist, E. A. (2008). Do re mi, 1-2-3:That's how easy math can be: Using music to support emergent mathematics. Young Children, 63(2), 20-25.
  • Georgia RESA Assessment of Student Progress (2010). Action research math. Retrieved from http://grasp1.wgretc.org/ActionResearchMath.htm
  • Governor's Office of Student Achievement. (2010). 2009-2010 Report Card. Retrieved from http://gaosa.org/Report.aspx
  • Haycock, K. (2002, January 31). Helping all students achieve: Closing the achievement gap. Retrieved from http://www.cdl.org/resource-library/ articles/ achieve_gap.php
  • Hudson, R. F., Lane, H. B. & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why and how? The Reading Teacher, 58(8), 702-714.
  • Hursh, D. (2007). Exacerbating inequality: the failed promise of the No Child Left Behind Act. Race Ethnicity and Education, 10(3), 295-308.
  • Johnson, C. M., & Memmott, J. E. (2006). Examination of relationships between participation in school music programs of differing quality and standardized test results. Journal of Research in Music Education, 54(4), 293-307.
  • Jones, R. D. (2009). Student Engagement Teacher Handbook. New York: International Center for Leadership in Education. Retrieved from http://www.leadered.com/pdf/Student%20 Engage%20handbook%20excerpt.pdf
  • Kells, D. (2008, December 2). The impact of music mathematics achievement. Retrieved from http://www.kindermusik.com/images/pdfs/research-booklets/01_Music_ and_Math_3_ to_5_FullResearch.pdf
  • Kestrom, J. M. (2007). The untapped power of music: Its role in the curriculum and its effect on academic achievement. The Clearing House, 80(5), 239-242.
  • Lorraine, W. G., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58(2), 126-137.
  • Nichols, B. L., & Honig, A. S. (1997). Music teaches children about themselves and others. Early Childhood Education Journal, 24(4), 213-216.
  • Ravitch, D. (2010, June 14). Why I changed my mind. Retrieved from http://www.thenation. com/article/why-i-changed-my-mind
  • Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511-514. Retrieved from http://www.psychologicalscience.org/pdf/ps/musiciq.pdf
  • Shore, R., & Strasser, J. (2006). Music for their minds. Young Children, 61(2), 62-67.
  • Spohn, C. (2008). Teacher perspectives on No Child Left Behind and arts education: A case study. Arts Education Policy Review, 109(4), 3-11.
  • Strand, K. (2006). The heart and journey: Case studies of collaboration for arts integrated curricula. Arts Education Policy Review, 108(1), 29-40.
  • US Department Of Education (2010, December 6). No Child Left Behind. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/index.html
  • US Department Of Education (2011). The Condition of Education of 2011 (NCES 2011-033). Washington, DC: U.S. Government Printing Office. Retrieved from http://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2011033
  • Viglione, N. M. (2009). Applying art and action. Reclaiming Children and Youth, 18(1), 16-19. Wang, A. (2010). Optimizing early mathematics experiences for children from low-income families: A study on opportunity to learn mathematics. Early Childhood Education, 37(1), 295-30
  • Wetter, O. E., Koerner, F., & Schwaninger, A. (2009). Does musical training improve school performance? Instructional Sciences: An International Journal of the Learning Sciences, 37(4), 365-3

Year 2013, Volume: 2 Issue: 2, 43 - 60, 19.03.2016

Daniele Brock Dawn Lambeth

Abstract

References

  • Aldridge, J., & Goldman, R. (2007). Current Issues and Trends in Education (2nd ed.). Boston: Pearson.
  • Bintz, W. (2010). Singing Across the Curriculum. The Reading Teacher, 63(8), 683-686.
  • Cooper, J., & Schleser, R. (2006). Closing the achievement gap: Examining the role of cognitive developmental level in academic achievement. Early Childhood Education Journal, 33(5), 301-30
  • Cooper, M. A. (2011). The gap persists: New CEP report gives mixed reviews to NCLB. The Hispanic Outlook in Higher Education, 21(9), 11-12.
  • Edelson, R. J. & Johnson, G. L. (2003). Integrating music and mathematics in the elementary classroom. Teaching Children Mathematics, 9(8), 474-479.
  • Gardiner, M. F. (2000). Music, Learning, and Behavior: A case for mental stretching. Journal for Learning Through Music 4(1), 72-93. http://music-in-education.org/articles/1-R.pdf Geist, E. A., & Geist, K. (2009). In service training of head start teachers to overcome early risks of mathematics failure: the mathstaar program. College Student Journal, 43(4), 988-998. Retrieved from http://www.projectinnovation.biz/csj_2006.html
  • Geist, K., & Geist, E. A. (2008). Do re mi, 1-2-3:That's how easy math can be: Using music to support emergent mathematics. Young Children, 63(2), 20-25.
  • Georgia RESA Assessment of Student Progress (2010). Action research math. Retrieved from http://grasp1.wgretc.org/ActionResearchMath.htm
  • Governor's Office of Student Achievement. (2010). 2009-2010 Report Card. Retrieved from http://gaosa.org/Report.aspx
  • Haycock, K. (2002, January 31). Helping all students achieve: Closing the achievement gap. Retrieved from http://www.cdl.org/resource-library/ articles/ achieve_gap.php
  • Hudson, R. F., Lane, H. B. & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why and how? The Reading Teacher, 58(8), 702-714.
  • Hursh, D. (2007). Exacerbating inequality: the failed promise of the No Child Left Behind Act. Race Ethnicity and Education, 10(3), 295-308.
  • Johnson, C. M., & Memmott, J. E. (2006). Examination of relationships between participation in school music programs of differing quality and standardized test results. Journal of Research in Music Education, 54(4), 293-307.
  • Jones, R. D. (2009). Student Engagement Teacher Handbook. New York: International Center for Leadership in Education. Retrieved from http://www.leadered.com/pdf/Student%20 Engage%20handbook%20excerpt.pdf
  • Kells, D. (2008, December 2). The impact of music mathematics achievement. Retrieved from http://www.kindermusik.com/images/pdfs/research-booklets/01_Music_ and_Math_3_ to_5_FullResearch.pdf
  • Kestrom, J. M. (2007). The untapped power of music: Its role in the curriculum and its effect on academic achievement. The Clearing House, 80(5), 239-242.
  • Lorraine, W. G., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58(2), 126-137.
  • Nichols, B. L., & Honig, A. S. (1997). Music teaches children about themselves and others. Early Childhood Education Journal, 24(4), 213-216.
  • Ravitch, D. (2010, June 14). Why I changed my mind. Retrieved from http://www.thenation. com/article/why-i-changed-my-mind
  • Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511-514. Retrieved from http://www.psychologicalscience.org/pdf/ps/musiciq.pdf
  • Shore, R., & Strasser, J. (2006). Music for their minds. Young Children, 61(2), 62-67.
  • Spohn, C. (2008). Teacher perspectives on No Child Left Behind and arts education: A case study. Arts Education Policy Review, 109(4), 3-11.
  • Strand, K. (2006). The heart and journey: Case studies of collaboration for arts integrated curricula. Arts Education Policy Review, 108(1), 29-40.
  • US Department Of Education (2010, December 6). No Child Left Behind. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/index.html
  • US Department Of Education (2011). The Condition of Education of 2011 (NCES 2011-033). Washington, DC: U.S. Government Printing Office. Retrieved from http://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2011033
  • Viglione, N. M. (2009). Applying art and action. Reclaiming Children and Youth, 18(1), 16-19. Wang, A. (2010). Optimizing early mathematics experiences for children from low-income families: A study on opportunity to learn mathematics. Early Childhood Education, 37(1), 295-30
  • Wetter, O. E., Koerner, F., & Schwaninger, A. (2009). Does musical training improve school performance? Instructional Sciences: An International Journal of the Learning Sciences, 37(4), 365-3
There are 27 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Daniele Brock

Dawn Lambeth

Publication Date March 19, 2016
Published in Issue Year 2013Volume: 2 Issue: 2

Cite

APA Brock, D., & Lambeth, D. (2016). The Effects of Music on Basic Mathematics Fact Fluency for Third Grade Students. Cumhuriyet Uluslararası Eğitim Dergisi, 2(2), 43-60.

14550                 

© Cumhuriyet University, Faculty of Education