The Spatial-Temporal Reasoning States of Children Who Play a Musical Instrument, Regarding the Mathematics Lesson: Teachers’ Views

Murat Tezer; Meryem Cumhur; Emine Hürsen

doi:10.12973/eurasia.2016.1262a

Full Text (PDF)

Murat Tezer ¹ ^* , Meryem Cumhur ¹, Emine Hürsen ¹

More Detail

¹ Near East University^* Corresponding Author

Abstract

Background The aim of this study is to try to investigate the spatial-temporal reasoning states of primary school children between the ages 8 and 11 who play an instrument, regarding mathematics lessons from the teachers’ views. Material and methods This current study is both qualitative and quantitative in nature. In other words, the mixed research method was used in the study. Results Regarding the teachers’ views, the memories of these students in mathematics and music lessons were found to be “excellent”. Also, their effective use of numbers and visual intelligence in music lessons was found to be “excellent”. Conclusions As a result, it was seen that there was a significant but weak correlation between the spatial-temporal reasoning states of children who played an instrument, regarding the mathematics lesson, and the abilities of playing an instrument.

Keywords

mathematics
music
reasoning
spatial
temporal

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 6, June 2016, 1487-1498

https://doi.org/10.12973/eurasia.2016.1262a

Publication date: 21 Mar 2016

Article Views: 2839

Article Downloads: 2754

Open Access References How to cite this article

References

Akkaş, S. (1993). Okul öncesi eğitimde müzik. Gazi Büro ve Kitabevi Tic. Ltd. Ṣti., Ankara.
Arnold, J. & Fonseca, C. (2004). Multiple Intelligence Theory and Foreign Language Learning: A Brain-Based Perspective. International Journal of English Studies, 4(1), 119-136.
Beer M. (1998). How do mathematics and music relate to each other?. Brisbane, Queensland, Australia: East Coast College of English.
Bilhartz, D., Brughn, R. A. & Olson, J. E. (1999). The effective of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20 (4), 615-636.
Bora, U. (2002). Bilim ve sanatın kesiştiği temel bir nokta: Matematik ve müzik ilişkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 53-68.
Büyüköztürk, Ş., & Çakmak, E. K., Akgün, Ö., E., Karadeniz, Ş. ve Demirel, F.(2011). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayınları.
Cerit, Y. (2008). Öğretmen Kavramı ile İlgili Metaforlara İlişkin Öğrenci, Öğretmen ve Yöneticilerin Görüşleri. Türk Eğitim Bilimleri Dergisi, 6(4), 693-712.
Crncec, R., Wilson, S. J. & Prior, M. (2006). The cognitive and academic benefits of music to children. Facts and fiction. An International Journal of Experimental Educational Psychology, 26 (4), 579-594.
Cohen, J. (1992). A power primer. Quantitative Methods in Psychology, 112, 155–159.
Davidson, J., & Scutt, S. (1999). Instrumental learning with exams in mind: A case study investigating teacher, student and parent interactions before, during and after a music examination. British Journal of Music Education, 16:1, 79-95.
Dikici, A. (2002). Orff tekniği ile verilen müzik eğitiminin matematik yeteneğine etkisinin incelenmesi. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Anabilim Dalı, Eğitim Programları ve Öğretimi Bilim Dalı. Yayınlanmış Doktora Tezi, Ankara.
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Mc Grawall Hill.
Hallam, S. (1998). Instrumental teaching: A practical guide to better teaching and learning. Oxford: Heinemann Educational Publishers.
Hallam, S. (2000). The effects of listening to music on children’s spatial task performance. British Psychological Society Education Review, 25 (2), 22–26.
Hallam, S. (2002). Musical motivation: Towards a model synthesising the research. Music Education Research, 4 (2), 225-244.
Hallam, S. (2010). The power of music: its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28 (3), 269-289.
Harvey, J. (1994). These music exams. Associated Board of the Royal Schools of Music.
Hetland, L. (2000a). Learning to make music enhances spatial reasoning. Journal of Aesthetic Education, 34, 179–238.
Hetland, L. (2000b). Listening to music enhances spatial-temporal reasoning: Evidence for the “Mozart effect”. Journal of Aesthetic Education, 34, 105–148.
Johnson-Laird, P. N. (1991). ‘Jazz improvisation: a theory at the computational level’. In P. Howell, R. West and I. Cross (eds) Representing Musical Structure. London: Academic Press (pp. 291-325).
Johnson-Laird, P. N. (2002). ‘How jazz musicians improvise’. Music perception, 19 (pp. 415- 442).
Karşal, E. (2005). http://www.muzikbilim.com/4e_2005/karsal_e.html. Retrieval date: June, 2015.
Kliewer, G. (1999). The Mozart Effect. New Scientist, 164(2211), 34-7.
Kline, P. (2014). An easy guide to factor analysis. Routledge.
Lazdauskas, H. (1996). Music makes the school go round. Young Children, 51 (5), 22-23.
Milli Eğitim Bakanlığı (2014). İlköğretim müzik dersi, müzik eğitimi öğretmen el kitabi,North Cyprus (Nicosia). http://talimterbiye.mebnet.net/Ogretim%20Programlari/ ilkokul/ana.html. Retrieval date: January, 2015.
Milli Eğitim Bakanlığı (2014). İlköğretim Matematik (1., 2., 3., 4. Ve 5. Sınıflar) Dersi Öğretim Programı, North Cyprus (Nicosia). http://talimterbiye.mebnet.net/ Ogretim%20Programlari/ ogretim-ana.html. Retrieval date: June, 2015.
Marsh, A. (1999). Can you hum your way to math genius. Forbes, 163(8), 176-178.
National Council of Teachers of Mathematics (2000). Principles and Standarts for School Mathematics, Reston, VA: NCTM.
Önal, Ö. (2012). Ses, dil ve müzik. Dil Dergisi, 155, 7-23.
Önür, H. (2013). Gelir düzeyinin eğitim imkanlarından yararlanma düzeyine etkisi. Süleymen Demirel Üniversitesi Sosyal Bilimler Eğitim Dergisi, 18 (2), 259-277.
Öziskender, G., Güdek, B. (2013). Orff yaklaşımı ile yapılan okul öncesi müzik eğitiminin öğrencilerin sosyal becerilerinin gelişimine etkileri. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 8 (3), 213-232.
Rauscher, F., Shaw, G. Levine, L. Wright, E. Dennis, W., ve Newcomb, R. (1997). Music training causes long-term enhancement of preschool children’s spatial-temporal reasining. Neurological Research, 19 (1), 2-8.
Shaw, G. L. (2000). Keeping Mozart in mind. San Diego, CA: Academic Press.
Talu, N. (1999). Çoklu Zeka Kuramı ve Eğitime Yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15, 164-172.
Taylor, C. (1982). These music exams a guide to ABRSM exams for candidates, teachers and parents. United Kingdom: The Associated Board of the Royal Schools of Music.
Tekin, A. T. (2007). 9. ve 11. Sınıf öğrencilerinin zihinde döndürme ve uzamsal görselleştirme yeteneklerinin karşılaştırmalı olarak incelenmesi. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Anabilim Dalı, Eğitim Programları ve Öğretimi Bilim Dalı. Yayınlanmış Yüksek Lisans Tezi, Ankara.

How to cite this article

APA

Tezer, M., Cumhur, M., & Hürsen, E. (2016). The Spatial-Temporal Reasoning States of Children Who Play a Musical Instrument, Regarding the Mathematics Lesson: Teachers’ Views. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1487-1498. https://doi.org/10.12973/eurasia.2016.1262a

Vancouver

Tezer M, Cumhur M, Hürsen E. The Spatial-Temporal Reasoning States of Children Who Play a Musical Instrument, Regarding the Mathematics Lesson: Teachers’ Views. EURASIA J Math Sci Tech Ed. 2016;12(6):1487-98. https://doi.org/10.12973/eurasia.2016.1262a

AMA

Tezer M, Cumhur M, Hürsen E. The Spatial-Temporal Reasoning States of Children Who Play a Musical Instrument, Regarding the Mathematics Lesson: Teachers’ Views. EURASIA J Math Sci Tech Ed. 2016;12(6), 1487-1498. https://doi.org/10.12973/eurasia.2016.1262a

Chicago

Tezer, Murat, Meryem Cumhur, and Emine Hürsen. "The Spatial-Temporal Reasoning States of Children Who Play a Musical Instrument, Regarding the Mathematics Lesson: Teachers’ Views". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 6 (2016): 1487-1498. https://doi.org/10.12973/eurasia.2016.1262a

Harvard

Tezer, M., Cumhur, M., and Hürsen, E. (2016). The Spatial-Temporal Reasoning States of Children Who Play a Musical Instrument, Regarding the Mathematics Lesson: Teachers’ Views. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), pp. 1487-1498. https://doi.org/10.12973/eurasia.2016.1262a

MLA

Tezer, Murat et al. "The Spatial-Temporal Reasoning States of Children Who Play a Musical Instrument, Regarding the Mathematics Lesson: Teachers’ Views". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 6, 2016, pp. 1487-1498. https://doi.org/10.12973/eurasia.2016.1262a