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Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education

Author

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  • Rocío Chao-Fernández

    (Department of Specific Didactics and Research Methods and Diagnosis in Education, University of A Coruña, 15006 A Coruña, Spain)

  • Dorinda Mato-Vázquez

    (Department of Pedagogy and Didactics, University of A Coruña, 15006 A Coruña, Spain)

  • Aurelio Chao-Fernández

    (Department of Specific Didactics and Research Methods and Diagnosis in Education, University of A Coruña, 15006 A Coruña, Spain)

Abstract

Formal education is experiencing a series of reforms that favor the integration of the contents of different areas in the teaching and learning of the different educational stages. The present study examined the use of an interdisciplinary music and mathematics experience in Secondary Education in Galicia (Spain) in the 2016/17 academic year. A descriptive–exploratory design was used, through a Likert questionnaire applied to 197 students with a diagnostic test and a reference test, and a study of multiple cases was carried out in which information was collected through classroom observations. The results show improvements in the understanding of mathematical and musical concepts, and attitudes and procedures so we can argue that the use of interdisciplinary activities have favored the development of teaching–learning opportunities in mathematical and musical training.

Suggested Citation

  • Rocío Chao-Fernández & Dorinda Mato-Vázquez & Aurelio Chao-Fernández, 2019. "Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education," Mathematics, MDPI, vol. 7(12), pages 1-13, December.
    • Handle: RePEc:gam:jmathe:v:7:y:2019:i:12:p:1227-:d:296956
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    References listed on IDEAS

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    1. Witte, John F., 1992. "Private school versus public school achievement: Are there findings that should affect the educational choice debate?," Economics of Education Review, Elsevier, vol. 11(4), pages 371-394, December.
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