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Music as Embodied Mathematics: A Study of a Mutually Informing Affinity

Music as Embodied Mathematics: A Study of a Mutually Informing Affinity 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. Ina 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Music as Embodied Mathematics: A Study of a Mutually Informing Affinity

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Publisher
Springer Journals
Copyright
Copyright © 2003 by Kluwer Academic Publishers
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
1573-1766
DOI
10.1023/B:IJCO.0000003872.84260.96
Publisher site
See Article on Publisher Site

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. Ina 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.

Journal

"Technology, Knowledge and Learning" – Springer Journals

Published: Oct 11, 2004

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