b55b6bfef4367a334676fba9b13ee3cb MusicandMathematics.ISME.pdf eafdfe0a468e2a4f146703b7c21fbf623120b504 MusicandMathematics.ISME.pdf edf95ac1bba9021568b1e6c596e058e7171bfae2d4b5ef532122be6bac864f54 MusicandMathematics.ISME.pdf Custom Metadata: no Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 23 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 524412 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- UVVAGT+LibertinusSerif-Regular-Identity-H CID Type 0C Identity-H yes yes yes 16 0 WNVUHC+LibertinusSerif-Bold-Identity-H CID Type 0C Identity-H yes yes yes 21 0 FEUFFP+LibertinusSerif-Italic-Identity-H CID Type 0C Identity-H yes yes yes 26 0 BCDEEE+Calibri TrueType WinAnsi yes yes no 33 0 BCDFEE+TimesNewRomanPS-BoldMT TrueType WinAnsi yes yes no 37 0 BCDGEE+TimesNewRomanPSMT TrueType WinAnsi yes yes no 41 0 BCDHEE+Cambria TrueType WinAnsi yes yes no 45 0 BCDIEE+TimesNewRomanPSMT CID TrueType Identity-H yes yes yes 53 0 BCDJEE+TimesNewRomanPS-BoldItalicMT TrueType WinAnsi yes yes no 62 0 BCDKEE+TimesNewRomanPS-ItalicMT TrueType WinAnsi yes yes no 66 0 BCDLEE+TimesNewRomanPS-BoldMT CID TrueType Identity-H yes yes yes 78 0 BCDMEE+ArialMT TrueType WinAnsi yes yes no 89 0 BCDNEE+TimesNewRomanPS-ItalicMT CID TrueType Identity-H yes yes yes 117 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2026-10-21 03:57:32 CEST RepresentationInformation: MusicandMathematics.ISME.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2026-10-20 12:37:40 CEST Size: 524412 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 287 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Music and Mathematics: Key Components and Contributions of an Integrated STEAM Teaching Approach Destination: 1 Item: Title: The limited number of STEAM educational experiences in Spain was the motivation behind this study, whose goal was to identify the contributions and essential components of integrated STEAM teaching, specifically the approach that relates the arts (mus... Destination: 1 Item: Title: Keywords: STEAM teaching; primary education; interdisciplinarity; music; mathematics. Destination: 1 Item: Title: Introduction Destination: 1 Item: Title: Although there is no clear consensus about the definition of STEM (Science, Technology, Engineering and Mathematics) education, nor about what it means in terms of curriculum or how it can be implemented in the classroom (Holmlund, Lesseig & Slavit, ... Destination: 1 Item: Title: The addition of Arts (A) to the STEM acronym offers students the opportunity to illustrate STEM concepts creatively and imaginatively (Quingley, Hero & Jamil, 2017; Sanz-Camarero, Ortiz-Revilla, Greca, 2023). They are encouraged to express ideas about... Destination: 1 Item: Title: There are various reasons why the arts are considered an instrument at the service of the other subjects, and one of them is that, in the case of many teachers, the arts were not part of their education as students (LaJevic, 2013). This circumstance c... Destination: 1 Item: Title: This is the context of this study, whose main goal was to identify essential components of what is understood (as explained later) by integrated STEAM teaching (Sanders, 2009), through learning experiences in different schools that brought together tw... Destination: 1 Item: Title: Drawing on proposals aimed at avoiding compartmentalization, we explain how educational contexts can be created to do work based on experiences, activities and materials that promote not only creativity and reflection but also an integrated understand... Destination: 1 Item: Title: Theoretical Framework Destination: 1 Item: Title: From STEM Education to Integrated STEAM Education: Notes on the Evolution of an Acronym Destination: 1 Item: Title: Interest in STEM education in the educational world is not new. The idea of STEM education – known as SMET until the early 2000s - began to receive attention in the USA in the 1990s (Kelley & Knowles, 2016), when the National Science Foundation (NSF) ... Destination: 1 Item: Title: Initially, the world's leading economic, political and educational organizations supported STEM-focused teaching not only as a means of improving academic rigor in schools but also because it enabled students to obtain skills and knowledge that have b... Destination: 1 Item: Title: Then, in 2007, “STEM education” was renamed “integrated STEM education” (Blackley & Howell, 2015). Integrated STEM education includes methodologies that explore learning and teaching involving two or more STEM subjects or branches of learning, and/or ... Destination: 1 Item: Title: For some authors, STEM education appears to refer to a methodology that encourages students to explore and solve problems related to the world around them. In this context, the activities carried out in the classroom are expected to replicate real lif... Destination: 1 Item: Title: Subsequently, the STEM acronym evolved into STEAM on incorporating the Arts (A), where the letter A can refer to the performing arts (music, dance, etc.), fine arts (painting, sculpture, etc.), body expression, the humanities, and so on. The meeting o... Destination: 1 Item: Title: Music and Mathematics, a Binomial for Integrated STEAM Education Destination: 1 Item: Title: As advocated by Sanders (2009), STEAM education should focus on the relationship between a maximum of two disciplines to optimize work in the classroom, and this is precisely what is meant by integrated STEAM. The intentions of STEAM are reflected in ... Destination: 1 Item: Title: The relationship between music and mathematics goes beyond their connections (Hallam & Himonides, 2022). On the one hand, there are studies that show that music training has a positive impact both on students' mathematical abilities (An, Capraro & Til... Destination: 1 Item: Title: Integrated STEAM Education: a Challenge for Teachers Destination: 1 Item: Title: As affirmed by Novak and Wisdow (2018), if as a society we want students to take an interest in STEAM subjects, it is essential that teachers provide them with meaningful STEAM experiences that motivate them to explore and persevere in the fields of S... Destination: 1 Item: Title: A good grasp of the STEM or STEAM subjects is important at primary school level, but, paradoxically, many pre-school and primary teachers have little prior knowledge of these disciplines, unlike in secondary education (DeJarnette, 2018). This makes th... Destination: 1 Item: Title: Similarly, while primary education offers an ideal learning environment with flexible time slots for integrated learning, learning scenarios are not set up for STEM because many teachers lack the content knowledge needed to do so (Russo, Hecht, Burgha... Destination: 1 Item: Title: Ultimately, there is another problem. If we consider STEM education as a meta-discipline that integrates content from all STEM fields, it turns out that there are not many teachers who are experts in each and every one of these subjects. Therefore, br... Destination: 1 Item: Title: Methodology Destination: 1 Item: Title: The goal of this study was to determine how integrated STEAM teaching can be introduced into primary school classrooms and ascertain its contributions to integrated education. We present a multiple case study (Stake, 2005) because the observation of d... Destination: 1 Children: Item: Title: Participants Destination: 1 Item: Title: The study was carried out in three schools in the province of Barcelona (Spain). The sample was chosen intentionally (Riba, 2015) taking into account the accessibility of the centres and their varying characteristics (Table 1) in order to cover a diff... Destination: 1 Item: Title: Table1. Sample characteristics. Destination: 1 Children: Item: Title: Research Design and Data Collection Destination: 1 Item: Title: The procedure and data collection can be grouped into three large blocks: Destination: 1 Item: Title: Activities’ Design. First of all, it was necessary for the teachers participating in the activity to devise activities that combine music and mathematics. In parallel, the researchers planned and designed data collection techniques and instruments. Th... Destination: 1 Item: Title: Table 2. Music and mathematics activities carried out in each school. Destination: 1 Item: Title: Activities’ Implementation. These activities were carried out at different primary education levels. One of the researchers acted as a non-participating observer. Sixteen class sessions (12 hours) were observed and videotaped, and an observation table... Destination: 1 Item: Title: Participants’ Perceptions. The semi-structured interviews carried out with the students, the management teams and the teachers all had the same layout, although, depending on the group involved, some aspects or others were explored in greater detail d... Destination: 1 Item: Title: All the interviews were audio recorded. Destination: 1 Children: Item: Title: Data Analysis Process Destination: 1 Item: Title: Once we gathered and collected the data, prior to its analysis, we organized it using the qualitative data analysis software Nvivo. Analytical categories and subcategories (Table 3) were then established deductively on the basis of the items in the in... Destination: 1 Item: Title: Table 3: Analytical categories Destination: 1 Item: Title: Results and Discussion Destination: 1 Item: Title: Key Aspects of Integrated STEAM Teaching in Primary School Classrooms Destination: 1 Item: Title: The activities designed for this research were based on integrated STEAM teaching. Following the ideas of Sanders (2009), it combined just two subjects: music and mathematics. The results show the implications of bringing together two subjects with di... Destination: 1 Item: Title: Use of Co-teaching to Foster Effective STEAM Learning. It was observed that when carrying out activities that relate music and mathematics in the classroom, the teachers organized the classes in different ways. All the schools in the study opted for c... Destination: 1 Item: Title: The co-teaching models used were different in each school due to the nature of each activity and the teacher possibilities and needs. During the evolution of the sessions we observed that both teachers were always present in the classroom in Sch... Destination: 1 Item: Title: “Both of us were always in the classroom and we worked on the two subjects without distinction, both music and mathematics. The particularity is that I’m a music teacher by training and therefore it was not a problem for me to teach music.” (Class tea... Destination: 1 Item: Title: In School_3 the teachers divided the students into two groups, each one being responsible for one group, and later they exchanged groups. This is a case of working in small groups on a rotational basis and is therefore an example of a station teaching... Destination: 1 Item: Title: This research showed that co-teaching is an optimal choice for STEAM teaching since the possible gaps in teachers’ knowledge can be plugged. The chosen teaching model will depend on the teachers’ knowledge of the subject and the possibilities of the t... Destination: 1 Item: Title: Demand on Teachers’ Time and Need for Coordination to Prepare and Develop STEAM Activities. When teachers choose to tackle STEAM activities using co-teaching methods, the coordination between them plays a key role in the proper development of this typ... Destination: 1 Item: Title: “We do almost everything outside because preparing this type of activity requires a lot of time to think, because the two subjects must be carefully linked up. We don't have enough time to do this preparation at school.” (Teachers School_3) Destination: 1 Item: Title: The teachers’ comments indicate that STEAM activities can be somewhat demanding and problematic, since the content must be precisely connected to provide a relevant context for their development (Kelley & Knowles, 2016). ... Destination: 1 Item: Title: “It is obvious that STEAM activities require logistical changes (organization of teachers, students, timetables...) and also training for the teachers involved.” (Management team School_2) Destination: 1 Item: Title: However, they also commented that it takes a lot of time and effort to introduce these logistical and structural changes, with the onus of responsibility left to the teachers. Destination: 1 Item: Title: Use of Interdisciplinary Models to Bring Together the Subjects Involved in STEAM Teaching. The participating teachers were aware that in STEAM activities the relationship between the content of the different subjects must be balanced, by basing it on ... Destination: 1 Item: Title: “In the activities we sometimes observed that music ended up being a medium for teaching mathematics. There was a lack of balance between the two subjects.” (Teachers School_1) Destination: 1 Item: Title: The research revealed that the planning, creation and preparation of well-balanced activities is very demanding: Destination: 1 Item: Title: “These types of activities cannot be put into practice and left to run their course just like that; they must be constantly reviewed, and redirected in the event that one of the subjects falls behind the other. They are demanding activities, not only ... Destination: 1 Item: Title: We observed that the teachers’ efforts paid off when it came to ensuring a balance between the two subjects taught in the activities. Furthermore, this shows that the aforementioned coordination can lead to different types of interdisciplinary relatio... Destination: 1 Item: Title: • Interdisciplinary relationships through syntegration: the two subjects function together to look for synergies in order to understand aspects that they have in common. Authentic integrated learning takes place within this interdisciplinary relations... Destination: 1 Item: Title: “We were decomposing numbers using body percussion. We tapped out the rhythms according to the number that they gave us, and depending on the sound on the body that we heard represented hundreds, tens or ones”. (Student School_2) Destination: 1 Item: Title: • Interdisciplinary relationships through symmetric correlation: common content is used to achieve the goals of the subjects. Here, working on music and mathematics at the beginning of the activity merely serves as an excuse to split up the two subjec... Destination: 1 Item: Title: “We did maths artistically, we moved.” (Student School_1) Destination: 1 Item: Title: • Interdisciplinary relationships through service connections: one discipline is used as an excuse to reach the other and vice versa. Points of connection between both areas are guaranteed throughout the development of the activity, thereby enabling t... Destination: 1 Item: Title: “I really liked dancing the Virolet dance and then finding bits of maths in it and then going back to creating a dance.” (Student School_3) Destination: 1 Item: Title: Contributions of Integrated STEAM Teaching in Primary School Classrooms Destination: 1 Item: Title: We observed that the "A" contributes a more experimental and creative vision of the world to STEAM teaching, which enables students to communicate in more descriptive language and find different ways to reach the same end. The research results show th... Destination: 1 Item: Title: “It makes it possible to see the world in a different way. It makes you understand that there are other ways of getting to the same place, that all the paths are viable as long as you reach your destination.” (Teacher School_1) Destination: 1 Children: Item: Title: STEAM Teaching Provides a Procedural Mimesis Between Subjects. The data collected shows how combining two apparently very different subjects can promote the emergence of a procedural mimesis (in the sense of imitating or using similar procedures to te... Destination: 1 Item: Title: On the one hand, we found that work on music contributes practice, movement and creativity to mathematical activities and helps make the abstract tangible because students use their own bodies to experience and express what they are learning. Destination: 1 Item: Title: “I’ve realized that students need to move, to touch things, to be aware of how they can be expressed, and not only in writing. You realize that what you assumed was good enough up till then really needs changing. You see how students need to experimen... Destination: 1 Item: Title: On the other hand, as different authors stated (Holmes & Hallam, 2017; Sanders, 2009) mathematical thinking helps students to find connections in music and provides many explanations. We could talk about a procedural mimesis that reinforces the acqui... Destination: 1 Item: Title: It was also observed that STEAM teaching gives equal value to music and mathematics. In Spain, these two subjects carry different importance on the curriculum and, consequently, in schools. Mathematics is part of most assessment tests (basic skills, P... Destination: 1 Item: Title: “STEAM teaching is important because it works on the arts and we think this is a way of justifying the work done on music in the school and giving it the value and importance it deserves.” (Management team School_1) Destination: 1 Children: Item: Title: STEAM Teaching is Motivating and Meaningful for Students. The analysis of the results showed that combining music and mathematics was a novelty for the students since they were not used to relating these two subjects. In general, as Kelley & Knowles (... Destination: 1 Item: Title: “What I liked is that we realized that when we were doing maths we were actually composing scores, because we had to unite the rhythm and the melody and make them coincide.” (Student School_3) Destination: 1 Item: Title: STEAM teaching presents content to the students in a different way to what they are used to, closer to the reality they will have to cope with in the future, because learning is not divided up or compartmentalized in the outside world. Rather, each pe... Destination: 1 Item: Title: “It’s made me see that it’s not so necessary to keep strictly in line with the curriculum, that it’s possible to take things further and do more useful things, which can serve the children for life and motivate them while they learn.” (Teachers School_3) Destination: 1 Item: Title: We also observed that the learning outcomes were not the same for all the students because some did not succeed in getting involved in the activities. While it seems that STEAM types of activity are especially interesting for those students who do wel... Destination: 1 Children: Item: Title: STEAM Teaching Creates Links Between Teachers and Improves Their Professional Practice. Although we have commented that coordination between teachers presents some difficulties, the research carried out also shows that co-work generates close bonds be... Destination: 1 Item: Title: “Now I want to know more mathematics and also learn more about how to link up the two subjects. It’s obvious that they are closely related, but if I knew more mathematics I could raise the level.” (Music teacher School 3) Destination: 1 Item: Title: The teachers commented that STEAM teaching offered a new perspective. They reported that they were able to identify mathematical concepts where before they only saw musical concepts, and vice versa. The teachers became aware of the importance of shari... Destination: 1 Item: Title: Conclusions Destination: 1 Item: Title: Although the acronyms STEM and integrated STEAM are terms with impact in the current educational context, there is not a clear definition and guidelines or key strategies for implementation in the classroom. Once completed this research, we concluded ... Destination: 1 Item: Title: The case studies in this research are derived from the complex realities of three different schools. The results show that integrated STEAM education represents a notable challenge for teachers who do not have a good command of each and every one of t... Destination: 1 Item: Title: The interdisciplinary model is another key component. It cannot be ignored because it determines whether what Rinke et al. (2016) call the STEAM literacies can be acquired, i.e. having an innovative approach and being capable of improvising in 21st ce... Destination: 1 Item: Title: With the application of these key components, it is possible to identify the contributions of integrated STEAM teaching when one of the disciplines is artistic (music) and the other is scientific (mathematics). In confirmation of Ceschini (2014), Jami... Destination: 1 Item: Title: Furthermore, it was found that integrated STEAM activities tend to deal with holistic scenarios, closer to the outside world that awaits students in the future, where they will have to link up different fields of knowledge. While these are scenarios t... Destination: 1 Item: Title: The research shows that prepared and motivated teachers are needed for STEAM proposals to be successful: teachers who know how to work together, share, build and improve; interested in learning and making progress; willing to abandon their comfort zon... Destination: 1 Item: Title: To sum up, this research identifies some of the strengths, weaknesses and potential of STEAM activities in primary classrooms. It presents three specific cases that, even not being generalized, provide some pointers as to how present-day and future ed... Destination: 1 Item: Title: Acknowledgements Destination: 1 Item: Title: Our thanks to the Musicomàtics working group, especially the teachers, students and management teams at the three participating schools. An special gratitude to the authors of the activities, the teachers Susagna Argemí, Manoli Contreras, Marta Ebri, ... Destination: 1 Children: Item: Title: The autors are member of the following projects: Destination: 1 Item: Title: Grant PID2021-128645OB-I00, funded by MICIU/AEI/ 10.13039/501100011033 and by ERDF, EU. Destination: 1 Children: Item: Title: Declaration of conflicting interests Destination: 1 Item: Title: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Destination: 1 Item: Title: Funding Destination: 1 Item: Title: The authors have not received any financial support for the research, authorship, and/or publication of this article. Destination: 1 Item: Title: Notes Destination: 1 Item: Title: 1. Schools belonging to Musicomàtics, a working group of teachers from eight schools in Catalonia. It is part of the Comenius EMP-M project (European Music Portfolio: Sounding Ways into Mathematics) set up to promotes interdisciplinary work on mathema... Destination: 1 Item: Title: 2. You can find more information about the activities (main goal, musical and mathematical contents and the description of each session) in the supplemental material. 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