paragraph on intregretion of Mathematics the music
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One method for teaching mathematics is to integrate arts into instruction (Betts, 2005). Music is an ideal form of art to be integrated in mathematics instruction. The links between music and mathematics are very rich and include melody, rhythm, intervals, scales, harmony, tuning, and temperaments.
One method for teaching mathematics is to integrate arts into instruction (Betts, 2005). Music is an ideal form of art to be integrated in mathematics instruction. The links between music and mathematics are very rich and include melody, rhythm, intervals, scales, harmony, tuning, and temperaments.
The relationship between music and mathematics has often been the subject of discussion, both inside and outside the field of education. As part of an exciting project on a European scale, the paper explores the changing contexts in Catalonia (Spain) and England (UK) in relation to the integrated approach to the teaching of music and mathematics. We analyse three areas: academic literature, the curriculum frameworks and publications and resources prepared by and for teachers. Our findings suggest that due to the more favourable attitude towards cross-curricular approaches in education, more progress has been made in England, in terms of developing resources to support an integrated approach to the teaching of music and mathematics, than in Catalonia. Nonetheless, teachers in both locations are very interested in developing these approaches. Although there is a need for further teacher training and support, there is evidence of progress already being made in schools.