Enhancing mathematical thinking in early childhood through music

ABSTRACT

In this article we review the impact the design and implementation of an intensive programme that explores mathematical concepts through voice and movement has, to complement the previous work carried out in the core area of mathematics in early childhood education. An extensive body of research related to nonmusical outcomes and the benefits of music education in academic achievement, indicates the positive impact that artistic activities have in personal, cognitive and academic spheres. This kind of approach illustrates an entwined way of working which stimulates experiential learning through movement and singing that enhances content learning in different areas of the curriculum. By means of a case study in a rural one-single room school in-depth data involving multiple sources of information (participant observation, video-recordings, photographs, interviews and field notes) was collected, allowing an analysis of the degree of acceptance and usefulness activities which relate to music and mathematics have in early childhood education. The research suggests that the creative use of different materials in attractive experiential activities can help enhance mathematical thinking in early childhood.

KEYWORDS:

• Mathematics
• music education
• experiential learning
• kindergarten
• holistic learning

Acknowledgments

We thank the school Escola Infantil O Gaioso-O Eixo, especially the teacher, Ángeles, and the beautiful children, for their willingness to take part in this research study. We thank, as well, Oliver Thiel, associate professor at Queen Maud University College for Early Childhood Education in Trondheim, Norway, for his precious time and advice on helping us to improve our article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Notes on contributors

Carol Gillanders

Carol Gillanders, Ph.D. Since the year 2000 she teaches music education at the Faculty of Education of the University of Santiago de Compostela. She is member of the Educational Technology Research Group directed by Ms Beatriz Cebreiro and has worked in various European projects. Her research interests include service-learning, interdisciplinary arts projects and ICT. She is co-author of a guide for teachers for accompanying songs as well as several articles related to music education.

Lucía Casal De La Fuente

Lucía Casal de la Fuente: Singer, psychopedagogue and researcher at the Department of Pedagogy and Didactics of the University of Santiago de Compostela. Her training and expertise are focused on best practices in vocal education and singing. She has done several international research stays to delve into singing therapy, childhood, and innovation and equity in education. She coordinates “Voces Ledas”, a psychopedagogical project on vocal education and singing.