Mathematics Students' Translations with Music as a Contextual Representation
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| Title: | Mathematics Students' Translations with Music as a Contextual Representation |
|---|---|
| Language: | English |
| Authors: | Danielle Divis, Beth L. MacDonald (ORCID |
| Source: | School Science and Mathematics. 2026 126(2):159-175. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Secondary School Mathematics, Mathematical Concepts, Music, Mathematics Instruction, Teaching Methods, Algebra, Mathematics Activities, Learning Strategies, Mathematics Skills |
| DOI: | 10.1111/ssm.18366 |
| ISSN: | 0036-6803 1949-8594 |
| Abstract: | Despite emerging evidence that music-integrated instruction may enhance students' mathematical engagement and performance, little is known about how students actively interact with music and mathematics simultaneously. This study investigates the impact of integrating music into high school algebra instruction through a descriptive multiple case study conducted across four high schools. Drawing on student work samples, classroom audio-video recordings, and semi-structured student interviews, we examined how students utilized the music context to represent and translate between mathematical concepts. Qualitative within-case and cross-case analysis revealed that students utilized music in their mathematical activity in five primary ways: (a) to contextualize their answers, (b) label their mathematics, (c) reevaluate their answers, (d) connect to prior experiences, and (e) as a source of engagement. Additionally, students engaged in articulating, modeling, and contextualizing activities while they completed the music-integrated tasks. These findings contribute to a growing theoretical understanding of how and why contextualized instruction supports conceptual learning in mathematics, and they highlight the potential of music-integrated instruction to facilitate deeper student engagement and mathematical reasoning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502672 |
| Database: | ERIC |
| Abstract: | Despite emerging evidence that music-integrated instruction may enhance students' mathematical engagement and performance, little is known about how students actively interact with music and mathematics simultaneously. This study investigates the impact of integrating music into high school algebra instruction through a descriptive multiple case study conducted across four high schools. Drawing on student work samples, classroom audio-video recordings, and semi-structured student interviews, we examined how students utilized the music context to represent and translate between mathematical concepts. Qualitative within-case and cross-case analysis revealed that students utilized music in their mathematical activity in five primary ways: (a) to contextualize their answers, (b) label their mathematics, (c) reevaluate their answers, (d) connect to prior experiences, and (e) as a source of engagement. Additionally, students engaged in articulating, modeling, and contextualizing activities while they completed the music-integrated tasks. These findings contribute to a growing theoretical understanding of how and why contextualized instruction supports conceptual learning in mathematics, and they highlight the potential of music-integrated instruction to facilitate deeper student engagement and mathematical reasoning. |
|---|---|
| ISSN: | 0036-6803 1949-8594 |
| DOI: | 10.1111/ssm.18366 |
