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The Effects of Music on Basic Mathematics Fact Fluency for Third Grade Students

Journal Name:

  • Cumhuriyet International Journal of Education

Publication Year:

  • 2013
Author NameUniversity of Author
Abstract (2. Language): 
Gaps in achievement test scores continue to exist in students depending upon race, gender, income, and ethnicity according to the Center on Education Policy (CEP), an advocate for public schools (Cooper, 2011). School districts and schools are struggling to close the achievement gap that exists. In the 2010-2011 school years, 34.4% of African American students in the third grade failed to pass the Georgia Criterion-Referenced Competency Test (CRCT) in the research school (Report card reference, 2010-2011). According to the School Improvement Plan (2011), the focus was Mathematics Fact Fluency specifically in the area of addition and subtraction. Furthermore, this plan highlighted African American students as a subgroup to focus on mathematics (School Improvement Plan, 2011). The achievement gap in mathematics narrowed since 2009-2010 CRCT scores when 49% of African American students failed to meet the standards set forth by the state (Governor's Office of Student Achievement, 2010). However, the gap continued to exist, and there was a need to discover solutions to help students succeed in the area of basic mathematics computation. As a school, the focus was to improve students' mathematics scores. The purpose of this study was to understand if implementing mathematics-related music into the general music class twice a week will improve African American students, as well as all students’ basic mathematics fluency computation. The research school student demographics were 56% White, 37% Black, 5% Multiracial, 1% Asian, and 1% Hispanic. From 2007-2010, the achievement gap in mathematics scores for African American students widened an average of 2 points each school year. Currently, the gap is narrowing but continues to exist. The School Improvement Plan (2011) focused on the subgroup of African American students’ improving mathematics fact fluency. The data collected revealed a need to research strategies for improving African American students’ mathematics fact fluency. Strategies to improve students' ability to perform mathematical computations at or above grade level continue to be a need for the school. Researches by Geist and Geist have revealed the relationship between music and mathematics. However, focusing on basic mathematics facts and using mathematics-related music to improve students' scores has not been thoroughly examined. With the implementation of No Child Left Behind (NCLB) Act (2001), students of all races, backgrounds, ethnicities, income, and gender were to find success in the classroom. However, minorities are being "left behind" (Cooper, 2011). Research is vital to understanding what will help students perform on or above grade level in mathematics. General education teachers and music educators could benefit from this study. Music is valuable to students' education and can be used to enhance curriculum (Edelson & Johnson, 2003). However, the purpose of music education classes are to provide a myriad of experiences such as improvisation, singing, dancing, and instruments while building a foundation for music literacy. Students participating in the study could benefit from additional instruction with mathematics-related music.
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  • English

REFERENCES

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Cumhuriyet International Journal of Education-CIJE
e–ISSN: 2147-1606
Vol 2 (2), April 2013, pp. 43-60
57
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