Music and mathematics: Key components and contributions of an integrated STEAM teaching approach

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-05-02 DOI:10.1177/02557614241248267

Cristina González-Martín, Montserrat Prat Moratonas, Judith Forcada Royo

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Abstract

The limited number of STEAM educational experiences in Spain was the motivation behind this study, whose goal was to identify the contributions and essential components of integrated STEAM teaching, specifically the approach that relates the arts (music) to science subjects (mathematics). To this end, a multiple case study was carried out in primary classrooms at three schools. The interviews carried out with teachers, students, and management teams, and the observation of the application of different activities provided a comprehensive vision of the keys to integrated STEAM teaching (co-teaching, coordination, and an interdisciplinary relationship between subjects). The data also brought to light the benefits of STEAM educational practice (procedural mimesis between subjects, student motivation, links between teachers, and professional growth) and also the difficulties encountered. All this, contrasted with the ideas expounded in the literature, enables us to propose lines of work that the educational community should find suggestive and inspiring since the combination of science with the arts, creativity, integration, and innovation has the potential to promote the necessary aptitudes for students in the 21st century.

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音乐与数学：STEAM 综合教学法的主要内容和贡献

西班牙的 STEAM 教育经验数量有限，这也是本研究的动机所在，其目标是确定 STEAM 综合教学的贡献和基本组成部分，特别是将艺术（音乐）与科学学科（数学）相联系的方法。为此，在三所学校的小学教室开展了多案例研究。通过对教师、学生和管理团队的访谈，以及对不同活动应用的观察，全面了解了 STEAM 综合教学的关键（共同教学、协调以及学科间的跨学科关系）。数据还揭示了 STEAM 教育实践的益处（学科间的程序模拟、学生的积极性、教师间的联系和专业成长）以及遇到的困难。所有这一切，与文献中阐述的观点形成对比，使我们能够提出一些工作思路，教育界应能从中得到启发，因为科学与艺术、创造力、整合和创新的结合有可能促进学生在 21 世纪的必要能力。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.