PEDAGOGICAL APPROACHES THAT CONNECT MUSIC AND MATHEMATICS
Abstract
Summary: The starting point of the publication is considering methods of music education that potentiate an early music stimulation and the possibility of their implementation and integration in the formation and development of initial mathematical concepts. Aspiration to connect two seemingly incompatible disciplines, music and maths, opens questions whose goal is to find adequate pedagogical approaches that would be in the function of music and mathematics education and achievement, but also the overall development of children. Applying the method of theoretical analysis, a comparison was made among different conceptual approaches, the results of the conducted research and the authors’ conclusions. After considering the aforementioned questions, it was concluded that the considered methods emphasize the importance of an early development in the formation of a person and start from the premise that the potential and the environment enable the children to build themselves. Organising an environment that allows children the freedom by acting through organised and spontaneous activities in kindergarten and school can contribute to children’s musical and mathematical development. Also, connecting musical and mathematical contents with each other, as well as conecting them with everyday activities and setting learning situations in a context that is close and familiar to children, and with the contents of other areas of education and upbringing, provides the basis for successful learning of music and mathematics. Pedagogical implications are contained in aforementioned recommendations for a proper approach to connecting musical and mathematical content and creating a stimulating environment. Future research should be focused on examining and improving the competencies of professionals – teachers and nursery-school teachers, which would be in the function of music and mathematics education and achievement, but also the overall development of children.
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