Claims

Both teachers integrated a variety of music activities spanning all five California mathematics content areas over the ten lessons

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Content analysis of lesson plans and videos showed both teachers used singing, composition, handbells, keyboard, percussion, and music-value activities covering number sense, algebra and functions, measurement and geometry, statistics/data analysis/probability, and mathematical reasoning. → An et al. 2013

Evidence

An et al. 2013

Song An, Mary Margaret Capraro, Daniel A. Tillman. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities. Journal for Learning through the Arts, 9(1). http://escholarship.org/uc/item/0js732gf

q2 · i? · causal · r1

Qualitative content analysis of ten lesson plans and videos (five per teacher). The article reports "both teachers used a variety of music-related activities" and that the 10 lessons included all five mathematics content areas of the California standards.

"Based on the two participant teachers' lesson plans and lesson videos, it was determined that both teachers used a variety of music-related activities in teaching mathematics lessons with activities including singing, composition, playing handbells, the keyboard and percussion instruments, and music values."

Discussion

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