1. Edelson, R.J., & Johnson,
G. (2003). Music Makes Math Meaningful. Childhood
Education, 80, 65-70. doi:10.1080/00094056.2004.10521259
This is one of the articles that we, as a group, will focus on for
concluding our inquiry project, i.e. implementation. One of the things we, as
educators, want to learn and bring forth is how to make Math fun and
accessible, this articles does exactly that. It presents ways, activities, and
ideas that we, as Math teachers, can use
to add rhythm and fun in the form of music to teaching and learning
Mathematics.
2. Daniel, T., Margaret, C.M.,
& Song, A. (2013). Elementary Teachers Integrate Music Activities into
Regular Mathematics Lessons: Effects on Students' Mathematical Abilities. Journal for Learning through the Arts, 9, 1-21
This article will be another primary source, as it examines the
results and outcomes of integrating musical activities into teaching Elementary
Math. A study including two classes of first grade and third grade students are
observed to have positive effects on multiple mathematical ability areas after
having covered a variety of music-math interdisciplinary lessons.
3. Burgin,
J.S., Pearson, L.C., & Szirony, G.M., (2008). Hemispheric Laterality in
music and math. Learning Inquiry, 2, 169-180
The article mainly deals with the hemispheric laterality, i.e. the
common perception that left hemisphere is for logic and reasoning, whereas the
right hemisphere is for emotions, etc. While this article does not serve as the
primary source for our research question, it will be useful in exploring the concept of Musical Mathematics and drawing extensions.
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