Fiche du document
10 juillet 2023
- handle: 10670/1.4he7o0
- isbn: 978-963-7031-04-5
- hal: hal-04416608
info:eu-repo/semantics/OpenAccess
Citer ce document
Maria T. Sanz et al., « Semiotic function: music notation vs fraction knowledge », HAL-SHS : sciences de l'éducation, ID : 10670/1.4he7o0
Métriques
Partage / Export
Résumé
This study examined the effects of an academic music intervention on the conceptual understanding of music notation and the representation of fractions of seventh grade students from a multicultural and mixed socioeconomic public school environment. Students (N = 15) had prior concepts about music instruction, as well as representation of fractions. This is an observational study in which a battery of four tasks was administered before and after instruction. The instruction included 9 sessions of 50 minutes. The results after the intervention show an acquisition of the discrete model of representation of fractions, as well as an association with musical symbols.