Publication: Numeracy Musical Training for school children with low achievement in mathematics
Authors
Arias Rodriguez, Indira ; Nascimento, Jessica M. ; Voigt, Marcos F. ; Santos, Flávia H.
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El presente estudio caso-control, doble ciego, y prospectivo in-
vestigó los efectos del entrenamiento musical numérico (NMT; Numeracy
Musical Training), sobre habilidades cognitivas en niños de enseñanza pri-
maria. Participaron 42 niños de 8 a 10 años divididos en dos grupos: con
Bajo Rendimiento Aritmético (N = 21), y con Rendimiento Aritmético
Medio (N = 21). Los niños pasaron por dos evaluaciones, antes y después
de la realización del NMT, en las cuales se aplicaron pruebas cognitivas y
escalas de comportamiento, que evaluaban variables como: rendimiento
escolar, CI, memoria operativa, cognición numérica, ansiedad y estrés. El
NMT fue desarrollado en ocho sesiones colectivas y tuvo como objetivo
estimular los sistemas de la cognición numérica e integrar conocimientos
musicales básicos y representaciones simbólicas. Después de la interven-
ción por medio del entrenamiento musical los niños de ambos grupos ob-
tuvieron mejoras significativas en el rendimiento académico, en los siste-
mas de la cognición numérica y en la memoria operativa, así como una
disminución de la manifestación de ansiedad a las matemáticas.
The present case-control, double-blind, and prospective study investigated the effects of Numeracy Music Training (NMT) on cognitive skills of primary school children. Participating in the study were 42 chil- dren aged 8 to 10 years divided into two groups: Low Achievement in Math (N= 21), and Average Achievement in Math (N= 21). The children underwent two assessments before and after NMT. Cognitive tests and behaviour scales were applied regarding variables such as school perfor- mance, IQ, working memory, numerical cognition, math’s anxiety and stress. NMT was developed in eight group sessions and aimed to stimulate the systems of numerical cognition and integrate basic musical knowledge, and symbolic representations. After the intervention, through musical training, the children in both groups showed significant improvements in school performance, systems of numerical cognition and working memory, as well as the reduction of mathematics anxiety symptoms.
The present case-control, double-blind, and prospective study investigated the effects of Numeracy Music Training (NMT) on cognitive skills of primary school children. Participating in the study were 42 chil- dren aged 8 to 10 years divided into two groups: Low Achievement in Math (N= 21), and Average Achievement in Math (N= 21). The children underwent two assessments before and after NMT. Cognitive tests and behaviour scales were applied regarding variables such as school perfor- mance, IQ, working memory, numerical cognition, math’s anxiety and stress. NMT was developed in eight group sessions and aimed to stimulate the systems of numerical cognition and integrate basic musical knowledge, and symbolic representations. After the intervention, through musical training, the children in both groups showed significant improvements in school performance, systems of numerical cognition and working memory, as well as the reduction of mathematics anxiety symptoms.
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