Premium
Preservice Teachers' Beliefs and Attitude About Teaching and Learning Mathematics Through Music: An Intervention Study
Author(s) -
An Song A.,
Ma Tingting,
Capraro Mary Margaret
Publication year - 2011
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2011.00082.x
Subject(s) - mathematics education , intervention (counseling) , exploratory research , positive attitude , music education , psychology , connected mathematics , teaching method , pedagogy , social psychology , psychiatry , sociology , anthropology
This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern university. A 90‐minute mathematics lesson integrated with a music composition activity was taught by the first author. Pre‐ and postquestionnaires were provided to evaluate the change in preservice teachers' attitude and beliefs toward mathematics. The results demonstrated that the mathematics lesson integrated with music had a positive effect on preservice teachers' attitude and beliefs toward mathematics teaching and learning.