RT Journal Article
T1 Enhancing mathematical thinking in early childhood through music
A1 Gillanders, Carol
A1 Casal de la Fuente, Lucía
K1 Mathematics
K1 Music education
K1 Experiential learning
K1 Kindergarten
K1 Holistic learning
AB In this article we review the impact the design and implementation of an intensive programme that explores mathematical concepts through voice and movement has, to complement the previous work carried out in the core area of mathematics in early childhood education. An extensive body of research related to nonmusical outcomes and the benefits of music education in academic achievement, indicates the positive impact that artistic activities have in personal, cognitive and academic spheres. This kind of approach illustrates an entwined way of working which stimulates experiential learning through movement and singing that enhances content learning in different areas of the curriculum. By means of a case study in a rural one-single room school in-depth data involving multiple sources of information (participant observation, video-recordings, photographs, interviews and field notes) was collected, allowing an analysis of the degree of acceptance and usefulness activities which relate to music and mathematics have in early childhood education. The research suggests that the creative use of different materials in attractive experiential activities can help enhance mathematical thinking in early childhood
PB Taylor & Francis
SN 1554-480X
YR 2018
FD 2018
LK http://hdl.handle.net/10347/33472
UL http://hdl.handle.net/10347/33472
LA eng
NO Gillanders, C., & Casal De La Fuente, L. (2020). Enhancing mathematical thinking in early childhood through music. Pedagogies: an International Journal, 15(1), 60–79
NO This is an original manuscript of an article published by Taylor & Francis in Pedagogies: An International Journal on 03 Oct 2019, available at: https://doi.org/10.1080/1554480X.2019.1673167
DS Minerva
RD 22 abr 2026