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Connecting Music To The Mathematics Classroom, Nicholas Parr
Connecting Music To The Mathematics Classroom, Nicholas Parr
Honors Projects
This project investigates the importance of integrating music into mathematics classrooms K-12. By outlining the numerous connections between mathematics and music, and applying those to pedagogy, the project provides interdisciplinary overlaps that may be unknown to current teachers. Evidence supports the conclusion that mathematical abilities improve after musical infusion, yet the presence of this intervention is lacking in grades 7-12. Therefore, both mathematical and musical intelligence suffer as a result of the separation of electives and core classes. This project contains eight original mathematics content standards, which would coincide with the Ohio Learning Standards for Mathematics, as well as a …
Reflecting On Movement In The Math Classroom, Zoey Berger
Reflecting On Movement In The Math Classroom, Zoey Berger
Honors Projects
The purpose of this paper is to determine how reflection on movement effects the learning and connections made by students in the math classroom. Kinesthetic Movement is a learning style that is oftentimes forgotten about and left out of classroom instruction. It can help increase motivation, build deeper connections, and create a more positive disposition towards math for students. Research was conducted in four, eighth grade, pre-algebra classes, with some classes being given the opportunity to reflect more than others. Test scores, journal responses, and interest surveys done by the students are used to show inconclusive results that reflection on …
Investigating Correlations Among A Growth-Mindset Intervention, Students’ Math Anxiety, And Students’ Math Self-Efficacy, Anna Grace Chamberlain
Investigating Correlations Among A Growth-Mindset Intervention, Students’ Math Anxiety, And Students’ Math Self-Efficacy, Anna Grace Chamberlain
Honors Projects
This paper details the methodology, data, and conclusions of a research study investigating the correlations among a growth-mindset intervention, math anxiety, and math self-efficacy. The study found that teaching students about mindset through an intervention approach did not make a significant difference in students’ math anxiety or math self-efficacy. Teacher-centered factors are discussed as having a greater impact on students’ math anxiety and math self-efficacy.