Cslovjecsek, MarkusInniger, Samuel2016-03-012016-03-012015http://hdl.handle.net/2003/3456310.17877/DE290R-16616Sound 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.enGesellschaft für Didaktik der Mathematik510conference contribution