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Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy

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Title: Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
Language: English
Authors: An, Song A., Zhang, Meilan, Tillman, Daniel A., Lesser, Lawrence M., Siemssen, Annette, Tinajero, Josefina V.
Source: Mathematics Teacher Education and Development. 2016 18(1):20-36.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2016
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: HRD1342038
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Mathematics Instruction, Interdisciplinary Approach, Elementary School Students, Music Activities, Qualitative Research, Focus Groups, Interviews, Essays, Reflection, Teaching Methods, Student Attitudes, Lesson Plans, Grounded Theory, Coding, Individualized Instruction, Student Motivation
ISSN: 1442-3901
Abstract: The study presented in this paper sought to offer a group of 21 preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing it with elementary students. It provided the participating preservice teachers' with an opportunity to reflect upon the potential advantages, as well as challenges, involved in developing music into an educational resource for teaching engaging elementary mathematics lessons. Analysis of the 391 pieces of qualitative reflections that were collected from the participating preservice teachers during focus group discussions, individual interviews, and self-refection essays revealed the participants' general perceptions about the benefits and challenges of teaching mathematics through music activities.
Abstractor: As Provided
Number of References: 71
Entry Date: 2016
Accession Number: EJ1103486
Database: ERIC
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  Data: Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher+Education+and+Development%22"><i>Mathematics Teacher Education and Development</i></searchLink>. 2016 18(1):20-36.
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  Data: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
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  Data: The study presented in this paper sought to offer a group of 21 preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing it with elementary students. It provided the participating preservice teachers' with an opportunity to reflect upon the potential advantages, as well as challenges, involved in developing music into an educational resource for teaching engaging elementary mathematics lessons. Analysis of the 391 pieces of qualitative reflections that were collected from the participating preservice teachers during focus group discussions, individual interviews, and self-refection essays revealed the participants' general perceptions about the benefits and challenges of teaching mathematics through music activities.
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 20
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Music Activities
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Motivation
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      – TitleFull: Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
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