La notación musical: herramienta para el aprendizaje de las fracciones

  1. Guillermo Luengo 1
  2. Maria T. Sanz 1
  3. Carlos Valenzuela 2
  4. Emilia López-Iñesta 1
  1. 1 Departamento Didáctica de la Matemática, Universidad de Valencia
  2. 2 Departamento de Matemáticas, Universidad de Guadalajara
Revue:
Educación matemática

ISSN: 1665-5826,  0187-8298

Année de publication: 2024

Volumen: 36

Número: 1

Pages: 187-221

Type: Article

DOI: 10.24844/EM3601.07 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Educación matemática

Résumé

In this study, the effect of an academic intervention associated with music on the conceptual understanding of musical notation and the representation, ordering, equivalence, and addition of fractions was examined. The participants of this research were 12 students from first year of Compulsory Secondary Education from a multicultural, mixed socio-economic Spanish public school. They had prior knowledge about musical instruction, as well as the concepts to be evaluated regarding fractions. This was an observational study in which a battery of four tasks was administered to them before and after instruction based on a musical environment, with musical notation serving as a semiotic function. The instruction comprised 9 sessions, each lasting 50 minutes. Pre-intervention results revealed deficiencies in a concept that was not new to the students; however, following the intervention, the students demonstrated competence in all concepts. Particularly, musical notation was a potentially powerful instrument used to support the representation, ordering, and equivalence of fractions.

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