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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 0000-0002-5561-2026), Katherine N. Vela
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
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  Data: Mathematics Students' Translations with Music as a Contextual Representation
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  Data: <searchLink fieldCode="AR" term="%22Danielle+Divis%22">Danielle Divis</searchLink><br /><searchLink fieldCode="AR" term="%22Beth+L%2E+MacDonald%22">Beth L. MacDonald</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5561-2026">0000-0002-5561-2026</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katherine+N%2E+Vela%22">Katherine N. Vela</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Science+and+Mathematics%22"><i>School Science and Mathematics</i></searchLink>. 2026 126(2):159-175.
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  Data: 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
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1111/ssm.18366
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  Data: 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.
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        Value: 10.1111/ssm.18366
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 159
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Music
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Algebra
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      – SubjectFull: Mathematics Activities
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Mathematics Skills
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      – TitleFull: Mathematics Students' Translations with Music as a Contextual Representation
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              Y: 2026
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