Elementary Preservice Teachers’ Perceptions About and Approaches to Teaching Mathematics Through Music

• In Event: Arts Integration for 21st-Century Learning

Abstract

The present study examined preservice teachers’ perceptions about teaching elementary level mathematics topics integrated with music as well as how preservice teachers strategize integrating music activities addressing elementary mathematics topics. The participants were 53 pre-service teachers at a large public university in a southern metropolitan area. A series of six 40-minute interactive music-math integrated activities was provided to the participants. Qualitative data about preservice teachers’ perceptions and strategies of teaching mathematics integrated music were collected and analyzed. The majority of the preservice teachers in this study provided positive feedback about music-integrated pedagogy for teaching mathematics as it allowed them to get away from the limitations of traditional mathematics instruction.

Authors

• Song An, The University of Texas - El Paso

• Daniel Tillman, The University of Texas - El Paso

• Carlos Páez, The University of Texas - El Paso