#MUSIC MATH PATTERNS WINDOWS#
These four windows included: performance tasks from thePerformance Task- Pattern Path Assessment, focused observation, video-taping, and metacognitive fieldnotes. Using qualitative methods, data was collected using four “windows of observation” (adapted from Clements and Sarama, 2009) and provided a comprehensive analysis of pre-kindergarteners’ patterning abilities. The children were taught 8, 20 minute mathematics and music lessons for two weeks. The research question for the study was: How are mathematics patterning skills and concepts developed when young children experience integrated mathematics and music lessons? The participants were 11 pre-kindergarteners, aged four and five, who enrolled in pre-kindergarten at a private preschool in a suburb of a major metropolitan city. Support for combining separate disciplines comes not only from Rauscher’s studies, but also from national organizations such as NAEYC, NCTM, and MENC that promote integrated and developmentally appropriate curriculum. Since both mathematics and music present pattern generation within their learning outcomes and standards, this connection will be part of the proposed exploration. Therefore, the proposed study explores how mathematics patterning skills and concepts develop when pre-kindergarteners experience mathematics and music lessons. In addition, many studies focus solely on the effect of music on spatial-temporal reasoning or spatial task performance. While studies have shown the positive effects of music education on mathematics ability for students of varying ages, the result of early mathematics and music education is beneficial (Bryant-Jones, Shimmins, &Vega, 2000).
This growing body of research presents a platform upon which future studies may stand. Specifically, studies have shown a causal link between listening to music and spatial temporal reasoning (Rauscher, 1994), receiving music lessons and spatial-task performance (Hetland, 2000), and music instruction and spatial cognitive abilities (Costa-Giomi, 1999). Research touting the positive effects of music instruction on mathematical ability is abundant.
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