Integrating curriculum provides rich opportunities for students to focus on relevant applications to the real world and make meaningful connections across different disciplines. This article attempts to go beyond common discourse and platitudes by offering specific examples, showing we—an ethnomusicologist and a mathematics educator—attempted to integrate music and mathematics education curriculum in a graduate mathematics education classroom, with nonmusician graduate students. In our project, we designed and taught a group of graduate mathematics education students a lesson focused on mathematics and world music percussion to explore the ways that nonmusician preservice teachers might experience and use the specific connections between mathematics and music.
ChoyS.BobbitS.HenkeR.MedrichE.HornI.LibermanJ. (1993). America’s teachers: Profile of a profession. Washington, DC: U. S. Department of Education.
6.
Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. Retrieved from http://www.corestandards
7.
CrowG. M.PounderD. G. (2000). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36, 216–254.
8.
DriscollM. E. (1993, April). The conditions of work for beginning teachers: An urban portrait. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
9.
EllisA. K.FoutsJ. T. (2001). Interdisciplinary curriculum: The research base. Music Educators Journal, 87(5), 22–26.
10.
FrykholmJ.GlassonG. (2005). Connecting science and mathematics instruction: Pedagogical context knowledge for teachers. School Science and Mathematics, 105(3), 127–142.
11.
GayG. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106–116.
12.
HallR. W. (2007). A course in multicultural mathematics. PRIMUS, 17, 209–227.
JonesS.PearsonD.Jr. (2013). Music: Highly engaged students connect music to math. General Music Today, 27(1), 18–23.
15.
KoiralaH. P.BowmanJ. K. (2003). Preparing middle level preservice teachers to integrate mathematics and science: Problems and possibilities. School Science and Mathematics, 145(10), 145–154.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
19.
National Research Council, KilpatrickJ.SwaffordJ.FindellB. (Eds.). (2001). Adding it up: Helping children learn mathematics. Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
PedersonP. (2007). What is measured is treasured: The impact of the No Child Left Behind Act on nonassessed subjects. The Clearing House, 80, 287–291.
22.
RinneL.GregoryE.YarmolinskayaJ.HardimanM. (2011). Why arts integration improves long-term retention of content. Mind, Brain, and Education, 5, 89–96.
23.
SandholtzJ. H. (1999, April). A comparison of direct and indirect professional development activities. Paper presented at the annual meeting of the American Education Research Association, Montreal, Quebec, Canada.
SchneiderC. (2005). Measuring student achievement in the future based on lessons from the past: The NAEP arts assessment. Music Educators Journal, 92(2), 56–61.
