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SUMMARY:Investigating the Relationship between Musical Training and Mathem
 atical Thinking in Children: A School-based Experiment - Edel Sanders\, Un
 iversity of Cambridge
DTSTART:20120501T120000Z
DTEND:20120501T130000Z
UID:TALK38005@talks.cam.ac.uk
CONTACT:Moritz Sowada
DESCRIPTION:This study examines the potential for music education to enhan
 ce children’s mathematical thinking. It addresses concerns that governme
 nts’ quests for higher standards in mathematics may result in impoverish
 ed curricula with limited access to the arts.  If this experiment reveals 
 that musical training may benefit logical thinking\, as hypothesised\, edu
 cationalists and policy-makers may reconsider curriculum balance.\nSpecifi
 cation of potential cognitive correlates between musical and mathematical 
 components is sought and underpins the design (3 variables x 2 conditions 
 each = 6 groups).  Nearly 200 children aged 7-8 years experienced weekly m
 usic lessons (duration = 9 months).  Lessons emphasised melody\, rhythm or
  form\; in half of the classes the teacher made the musical-mathematical p
 arallels explicit.\nApart from the specific musical-mathematical foci\, th
 e lesson content was kept as constant as possible within primary school se
 ttings.  Pre-tests and post-tests in musical\, creative\, spatial and math
 ematical thinking were administered.  Statistical analyses will examine im
 provement over time while considering differences among three musical comp
 onents and two conditions for each.
LOCATION:Room 2S4\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge
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