[Paleopsych] math and music?
Lynn D. Johnson, Ph.D.
ljohnson at solution-consulting.com
Tue Mar 1 05:31:22 UTC 2005
On a slightely different note. There is some overlap between musical
ability and math. A quick couple of references:
Title Inter-domain transfer between mathemetical skills and musicianship.
Abstract Investigated the nature of transfer of problem solving skills
between 2 domains which are very dissimilar at a surface level but which
overlap at a deep structural level in specific areas. The domains are
formal musical skill and mathematics. This study examined specifically
whether this transfer occurs without explicit instruction to facilitate
transfer. Structural Learning Theory provided a frame of reference for
the study of the deep structural similarities between music and math. 85
public secondary school students (mean age 15.5 yrs) enrolled in an
extension math course completed a mathematics test in their regular
classroom. One wk later Ss completed the Musicianship Rating Scale to
measure trained musical knowledge. The results indicate that in the
domains of mathematics and music, students who had training in
musicianship performed better than students with no musical training in
mathematical areas of structural overlap. However, they did not perform
better in areas without overlap. The author concludes that transfer
occurs as a result of deep-structural similarity of domains and that
this transfer can occur spontaneously without explicit instruction
designed to facilitate transfer. (PsycINFO Database Record (c) 2004 APA,
all rights reserved)
Authors Bahr, Nan; Christensen, Carol A.
Affiliations Bahr, Nan: U Queensland, Graduate School of Education,
Source Journal of Structural Learning & Intelligent Systems. 14(3),
Title Music as embodied mathematics: A study of mutually informaing
Abstract The argument examined in this paper is that music - when
approached through making and responding to coherent musical structures,
facilitated by multiple, intuitively accessible representations - can
become a learning context in which basic mathematical ideas can be
elicited and perceived as relevant and important. Students' inquiry into
the bases for their perceptions of musical coherence provides a path
into the mathematics of ratio, proportion, fractions, and common
multiples. In a similar manner, we conjecture that other topics in
mathematics - patterns of change, transformations and invariants - might
also expose, illuminate and account for more general organizing
structures in music. Drawing on experience with 11-12 year old students
working in a software music/math environment, we illustrate the role of
multiple representations, multi-media, and the use of multiple sensory
modalities in eliciting and developing students' initially implicit
knowledge of music and its inherent mathematics. (PsycINFO Database
Record (c) 2004 APA, all rights reserved)
Authors Bamberger, Jeanne; Disessa, Andrea
Affiliations Bamberger, Jeanne: Music and Theater Arts, Massachusetts
Institute of Technology, Cambridge, MA, US
Disessa, Andrea: University of California, Berkeley, CA, US
Source International Journal of Computers for Mathematical Learning.
8(2), 2003, 123-160.
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