Sound Learning in Math Classrooms: How Children Teach us to Teach
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Date
2015
Authors
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Journal ISSN
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Publisher
Gesellschaft für Didaktik der Mathematik
Abstract
Sound and motion highly comply with the way young children learn and
with their unremitting inquiry of function and coherence. Many important
steps in children’s ways of exploring the world are anchored in the manner
they deal with sound and motion. Even later on, when they grow up, musical
activity is nearly always experience-related and connected with cognitive
processes. Math textbooks use visual art tables and specific other
learning materials to involve pupils in mathematical situations. However,
as a rule they do not encourage activities with sound or motion. In this paper,
we discuss why and how musical (sound), kinaesthetic (motion), and
tactile (touch) impulses are of value to learning and show how we further
intend to develop this approach in a transdisciplinary EU Comenius Project.