EXPLORING THE DEVELOPMENT OF MATHEMATICS PATTERNING SKILLS AND CONCEPTS IN YOUNG CHILDREN WHO EXPERIENCE INTEGRATED MUSIC AND MATH LESSONS

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Title: EXPLORING THE DEVELOPMENT OF MATHEMATICS PATTERNING SKILLS AND CONCEPTS IN YOUNG CHILDREN WHO EXPERIENCE INTEGRATED MUSIC AND MATH LESSONS
Author: Wade, Carolyn
Abstract: Wade , Carolyn . “Exploring the Development of Mathematics Patterning Skills and Concepts in Young Children Who Experience Integrated Music and Math Lessons” Unpublished Doctor of Education Dissertation , University of Houston , August 2011 . Abstract Research touting the positive effects of music instruction on mathematical ability is abundant . Specifically , studies have shown a causal link between listening to music and spatial temporal reasoning (Rauscher , 1994 ) , receiving music lessons and spatial -task performance (Hetland , 2000 ) , and music instruction and spatial cognitive abilities (Costa -Giomi , 1999 ) . This growing body of research presents a platform upon which future studies may stand . While studies have shown the positive effects of music education on mathematics ability for students of varying ages , the result of early mathematics and music education is beneficial (Bryant -Jones , Shimmins , &Vega , 2000 ) . In addition , many studies focus solely on the effect of music on spatial -temporal reasoning or spatial task performance . Therefore , the proposed study explores how mathematics patterning skills and concepts develop when pre -kindergarteners experience mathematics and music lessons . Since both mathematics and music present pattern generation within their learning outcomes and standards , this connection will be part of the proposed exploration . Support for combining separate disciplines comes not only from Rauscher’s studies , but also from national organizations such as NAEYC , NCTM , and MENC that promote integrated and developmentally appropriate curriculum . The research question for the study was : How are mathematics patterning skills and concepts developed when young children experience integrated mathematics and music lessons ? The participants were 11 pre -kindergarteners , aged four and five , who enrolled in pre -kindergarten at a private preschool in a suburb of a major metropolitan city . The children were taught 8 , 20 minute mathematics and music lessons for two weeks . Using qualitative methods , data was collected using four “windows of observation” (adapted from Clements and Sarama , 2009 ) and provided a comprehensive analysis of pre -kindergarteners’ patterning abilities . These four windows included : performance tasks from thePerformance Task - Pattern Path Assessment , focused observation , video -taping , and metacognitive fieldnotes . The researcher analyzed the Performance Task Pattern Path Assessment by color coding the developmental levels of the children . The remaining three sets of recorded data were analyzed by highlighting and coding recurring themes in the data collected . Commonalities and points of interest among the data were examined and discussed according to themes generated . The researcher found that Child 1 and Child 3 showed no change from the pretest to the posttest (both easily completed the color and shape pattern tasks and Child 3 also correctly completed the rhythmic pattern tasks ) . Child 2 , Child 4 , and Child 5 , did have a change from the pretest to the posttest . All three demonstrated change in the same categories . Each had a change in the “Pattern Fixer” , “Pattern Extender” , and “Pattern Unit Recognizer” sections . Child 2 also showed a change in the “Numeric Patterner” section . The researcher also found that during the music and math lessons , each of the 5 children created a color and shape pattern -ABABA and AABBAABB -and read the patterns in rhythm . Additionally , each of the children (with the exception of Child 4 ) created a unique pattern during the lessons . The 7 themes generated from the observation before the lessons , metacognitive fieldnotes , and video -tape recording of the lessons included , “The children have a natural interest in music” , “The Use of Instruments as Non -Musical Toys Before Music and Math Lessons” , “The Children’s Natural Interest in Music was Piqued During Music and Math Lessons” , “Non -Pattern Sounds Created by the Children” , “Pattern making with color and shape” , “Reading patterns in rhythm with one -to -one correspondence” , “Unique pattern making” .
URI: http : / /hdl .handle .net /10657 /253
Date: 2012-04-19

Citation

EXPLORING THE DEVELOPMENT OF MATHEMATICS PATTERNING SKILLS AND CONCEPTS IN YOUNG CHILDREN WHO EXPERIENCE INTEGRATED MUSIC AND MATH LESSONS. Doctoral dissertation, University of Houston. Available electronically from http : / /hdl .handle .net /10657 /253 .

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