Do Re Mi, 1-2-3: That's How Easy Math Can Be--Using Music to Support Emergent Mathematics

Autor/inn/en	Geist, Kamile; Geist, Eugene
Titel	Do Re Mi, 1-2-3: That's How Easy Math Can Be--Using Music to Support Emergent Mathematics
Quelle	In: Young Children, 63 (2008) 2, S.20-25 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Interdisciplinary Approach; Mathematics Skills; Music Activities; Young Children; Mathematical Concepts; Teaching Methods; Early Childhood Education; Thinking Skills; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Musikalische Aktion; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Denkfähigkeit; Entwicklungsbezogene Bildung
Abstract	Research suggests that young children's active participation in music supports emergent mathematics knowledge, such as patterning and one-to-one correspondence. The authors define and explain steady beat, rhythm, melody, tempo, dynamics, rhythm, and style. They suggest ways teachers can use these elements of music with infants, toddlers, and young children to foster early mathematical thinking. The article gives detailed examples of simple, developmentally appropriate music activities for young children that all teachers (including those without music training!) can use in the classroom. (As Provided).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10