Abstract

The relationship between music and mathematics has often been the subject of discussion, both inside and outside the field of education. As part of an exciting project on a European scale, the paper explores the changing contexts in Catalonia (Spain) and England (UK) in relation to the integrated approach to the teaching of music and mathematics. We analyse three areas: academic literature, the curriculum frameworks, and publications and resources prepared by and for teachers. Our findings suggest that due to the more favourable attitude towards cross-curricular approaches in education, more progress has been made in England, in terms of developing resources to support an integrated approach to the teaching of music and mathematics, than in Catalonia. Nonetheless, teachers in both locations are very interested in developing these approaches. Although there is a need for further teacher training and support, there is evidence of progress already being made in schools.

Authors
Viladot, Laia, Welch, Graham, Prat, Montserrat, González-Martín, Cristina, Henley, Jennie, Carrillo, Carmen, Saunders, Jo, Casals, Albert, and Hilton, Caroline
Citation Key
255
COinS Data

Date Published
2016-11-19 10:43
DOI
10.1080/14613808.2017.1290595
Keywords
Integrated approach, mathematics, music
Issue
1
Pagination
71-82
Journal
Music Education Research
URL
http://dx.doi.org/10.1080/14613808.2017.1290595
Volume
20
Year of Publication
2018