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dc.contributor.advisorKulm, Gerald
dc.creatorAn, Song
dc.date.accessioned2012-07-16T15:58:07Z
dc.date.accessioned2012-07-16T20:30:21Z
dc.date.available2014-09-16T07:28:20Z
dc.date.created2012-05
dc.date.issued2012-07-16
dc.date.submittedMay 2012
dc.identifier.urihttp://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929
dc.description.abstractThe purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n=56) from an elementary school in Southern California participated in the research. A random assignment pretest-posttest control group design was used to examine students' changes in mathematics content achievement and the disposition between the two groups. The students in the music group received music-mathematics integrated lessons. A quasi-experiment time series design with multiple pretests, mid-tests and posttests was utilized for investigating the effects of music-mathematics integrated lessons on students' mathematics process ability levels. The results demonstrated that the intervention of a series of music-mathematics integrated lessons had positive effects on the music group students. The findings showed that the music group students had statistically significantly higher scores on mathematics achievement, and mathematics dispositions after the intervention. Moreover, the music group students also showed statistically significant improvement on scores in the mathematics process abilities from pretests to posttests. The study results suggested that music, with its unique features, can be used as a resource for students to make these connections and also as a way for students to represent mathematics in alternative ways. The findings suggest that teachers should take advantage of the opportunities that music offers to help all students learn mathematics in challenging and enjoyable ways developing students' mathematics achievement, mathematical process ability, and mathematics dispositions.en
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.subjectMath Educationen
dc.subjectIntegrated Curriculumen
dc.subjectMath Achievementen
dc.subjectMath Dispositionsen
dc.titleThe Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students’ Mathematics Achievement and Dispositionsen
dc.typeThesisen
thesis.degree.departmentTeaching, Learning, and Cultureen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.levelDoctoralen
dc.contributor.committeeMemberCapraro, Mary M.
dc.contributor.committeeMemberStough, Laura
dc.contributor.committeeMemberSlattery, Patrick
dc.type.genrethesisen
dc.type.materialtexten
local.embargo.terms2014-07-16


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