MSGID: 1:317/3 649e5a78   
   PID: hpt/lnx 1.9.0-cur 2019-01-08   
   TID: hpt/lnx 1.9.0-cur 2019-01-08   
    Combining maths with music leads to higher scores, suggests review of 50   
   years of research    
      
     Date:   
         June 29, 2023   
     Source:   
         Taylor & Francis Group   
     Summary:   
         Children do better at maths when music is a key part of their   
         lessons, an analysis of almost 50 years of research on the topic   
         has revealed.   
      
      
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   FULL STORY   
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   Children do better at maths when music is a key part of their lessons,   
   an analysis of almost 50 years of research on the topic has revealed.   
      
   It is thought that music can make maths more enjoyable, keep   
   students engaged and help any ease fear or anxiety they have about   
   maths. Motivation may be increased and pupils may appreciate maths more,   
   the peer-reviewed article in Educational Studies details.   
      
   Techniques for integrating music into maths lessons range from clapping   
   to pieces with different rhythms when learning numbers and fractions,   
   to using maths to design musical instruments.   
      
   Previous research has shown that children who are better at music also   
   do better at maths. But whether teaching music to youngsters actually   
   improves their maths has been less clear.   
      
   To find out more, Turkish researcher Dr. Ayc,a Akin, from the Department   
   of Software Engineering, Antalya Belek University, searched academic   
   databases for research on the topic published between 1975 and 2022.   
      
   She then combined the results of 55 studies from around the world,   
   involving almost 78,000 young people from kindergarten pupils to   
   university students, to come up with an answer.   
      
   Three types of musical intervention were included the meta-analysis:   
   standardised music interventions (typical music lessons, in which   
   children sing and listen to, and compose, music), instrumental musical   
   interventions (lessons in which children learn how to play instruments,   
   either individually or as part of a band) and music-maths integrated   
   interventions, in which music is integrated into maths lessons.   
      
   Students took maths tests before and after taking part in the intervention   
   and the change in their scores was compared with that of youngsters who   
   didn't take part in an intervention.   
      
   The use of music, whether in separate lessons or as part of maths classes,   
   was associated with greater improvement in maths over time.   
      
   The integrated lessons had the biggest effect, with around 73% of students   
   who had integrated lessons doing significantly better than youngsters   
   who didn't have any type of musical intervention.   
      
   Some 69% of students who learned how to play instruments and 58% of   
   students who had normal music lessons improved more than pupils with no   
   musical intervention.   
      
   The results also indicate that music helps more with learning arithmetic   
   than other types of maths and has a bigger impact on younger pupils and   
   those learning more basic mathematical concepts.   
      
   Dr Akin, who carried out the research while at Turkey's National Ministry   
   of Education and Antalya Belek University, points out that maths and   
   music have much in common, such as the use of symbols symmetry. Both   
   subjects also require abstract thought and quantitative reasoning.   
      
   Arithmetic may lend itself particularly well to being taught through   
   music because core concepts, such as fractions and ratios, are also   
   fundamental to music. For example, musical notes of different lengths   
   can be represented as fractions and added together to create several   
   bars of music.   
      
   Integrated lessons may be especially effective because they allow   
   pupils to build connections between the maths and music and provide   
   extra opportunities to explore, interpret and understand maths.   
      
   Plus, if they are more enjoyable than traditional maths lessons, any   
   anxiety students feel about maths may be eased.   
      
   Limitations of the analysis include the relatively small number of studies   
   available for inclusion. This meant it wasn't possible to look at the   
   effect of factors such as gender, socio-economic status and length of   
   musical instruction on the results.   
      
   Dr Akin, who is now based at Antalya Belek University, concludes that   
   while musical instruction overall has a small to moderate effect on   
   achievement in maths, integrated lessons have a large impact.   
      
   She adds: "Encouraging mathematics and music teachers to plan lessons   
   together could help ease students' anxiety about mathematics, while also   
   boosting achievement."   
       * RELATED_TOPICS   
             o Health_&_Medicine   
                   # Medical_Education_and_Training # Children's_Health #   
                   Teen_Health   
             o Mind_&_Brain   
                   # Music # K-12_Education # Creativity   
             o Computers_&_Math   
                   # Mathematics # Educational_Technology #   
                   Computational_Biology   
       * RELATED_TERMS   
             o Early_childhood_education o Music o Mammal_classification   
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             Sex_education o Glutamic_acid   
      
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   Story Source: Materials provided by Taylor_&_Francis_Group. Note:   
   Content may be edited for style and length.   
      
      
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   Journal Reference:   
      1. Ayc,a Akın. Let me make mathematics and music together: A meta-   
         analysis of the causal role of music interventions on mathematics   
         achievement. Educational Studies, 2023; 1 DOI: 10.1080/   
         03055698.2023.2216826   
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   Link to news story:   
   https://www.sciencedaily.com/releases/2023/06/230629125739.htm   
      
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