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Abstract
In this study we follow the progress of fourth graders’ (N = 86) fractions knowledge and their fraction-related creative thinking, while utilizing a multi-disciplinary approach that combines mathematics and music with various teaching emphases. For the purpose of the study, an intervention program was implemented, focusing on fractions knowledge, rhythm patterns, and creative thinking. Three classes were taught the same MusiMath curriculum that explicitly connects mathematics and music. Moreover, these classes received additional instruction on fractions and rhythm, but with differing focuses: Creative Math class, Creative Music class, and Creative Math and Music class. A fourth class served as a control group, where standard mathematics and music were taught without any MusiMath lessons or creative intervention. Using a novel software, developed for the current study, students answered questions that had only one correct answer, as well as questions that invited diverse and original responses encouraging creative thinking. Pre- to post-intervention analyses indicated that the experimental groups outperformed the control group on fractions knowledge and creative thinking in both math and music, showing superiority of the Creative Math and Music instruction.
Original language | English |
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Article number | 101514 |
Journal | Thinking Skills and Creativity |
Volume | 52 |
DOIs | |
State | Published - Jun 2024 |
Bibliographical note
Publisher Copyright:© 2024 Elsevier Ltd
Keywords
- Cognitive development
- Creativity
- Learning approaches
- Mathematics
- Music
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Dive into the research topics of 'Development of creative thinking via fractions and rhythm'. Together they form a unique fingerprint.Activities
- 2 Invited talk
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The 22th Conference on Education Research. "Musimath and Creative Thinking
Cohen, S. (Speaker)
2022Activity: Talk or presentation › Invited talk
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Music & Math - Computerized Tests for Collecting Multidisciplinary Data
Cohen, S. (Speaker)
12 Sep 2022Activity: Talk or presentation › Invited talk