About this paper

Appears in:
Pages: 2487-2495
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0471

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

USING MUSIC AS METAPHOR TO TEACHING RATIONAL NUMBERS THROUGH NEW DESIGNED SOFTWARE. THE CASE OF PICALAB-AUDIOFRACTIONS

T. Thayer1, A. Venegas2, J. Tejada3

1Universidad Metropolitana de Ciencias de la Educación (CHILE)
2Universidad Católica de Valparaíso (CHILE)
3University of Valencia (SPAIN)
Using sound and music as a metaphor to approach curricular mathematical contents in Primary Education seems an interesting field that deserves some research given that both music and sound could:
1) act as scaffolding of learning;
2) anchor new information in the social and cultural context of learning;
3) be part of situated knowledge; and
4) offer a new perspective for learning mathematics at schools, giving pupils opportunities to develop their own mental representations.

The present work-in-progress shows the design, implementation and assessment of AudioFractions, part of a educational software package called Sound Interactive Mathematics conceived to aid mathematical learning through sound and music in Chilean Primary Education.

Adopting a cognitivist theory based on social and situated learning of mathematics, we adopted a three-stage plan:
1) generating significative metaphors relating graphic representations of fractions to sound and music.
2) Implementing functional software prototypes and the didactic guidelines for teachers, which required an in-the-field successful usability evaluation.
3) Assessing the software.

Pupils in risk of social exclusion at three priority public schools in Santiago de Chile (N=137; 9-11 years old) experimented with AudioFractions in a 60-minutes session. After, pupils filled a questionnaire with their perceptions about the software, included their emotions. Results of the four assessment dimensions show high scores and an excellent reception of AudioFractions. Evaluation shows an excellent positive emotional balance as well: pupils felt more positive emotions than negative ones while working with AudioFractions. This could be an indicator of validation with respect to the assessment dimensions.
@InProceedings{THAYER2018USI,
author = {Thayer, T. and Venegas, A. and Tejada, J.},
title = {USING MUSIC AS METAPHOR TO TEACHING RATIONAL NUMBERS THROUGH NEW DESIGNED SOFTWARE. THE CASE OF PICALAB-AUDIOFRACTIONS},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0471},
url = {http://dx.doi.org/10.21125/inted.2018.0471},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {2487-2495}}
TY - CONF
AU - T. Thayer AU - A. Venegas AU - J. Tejada
TI - USING MUSIC AS METAPHOR TO TEACHING RATIONAL NUMBERS THROUGH NEW DESIGNED SOFTWARE. THE CASE OF PICALAB-AUDIOFRACTIONS
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0471
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 2487
EP - 2495
ER -
T. Thayer, A. Venegas, J. Tejada (2018) USING MUSIC AS METAPHOR TO TEACHING RATIONAL NUMBERS THROUGH NEW DESIGNED SOFTWARE. THE CASE OF PICALAB-AUDIOFRACTIONS, INTED2018 Proceedings, pp. 2487-2495.
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