HARMONIZING NUMBERS AND NOTES: ENHANCING MATHEMATICAL MODELING WITH MUSICAL RHYTHMS IN TEACHER PROFESSIONAL DEVELOPMENT

Abstract

This research was conducted within the framework of a summer institute program aimed at training 20 mathematics teachers from two high-need school districts in facilitating students' comprehension of mathematical modeling through the lens of musical rhythms. The study employed a mixed-methods approach, triangulating qualitative and quantitative data from various sources. The findings of this investigation demonstrate that educators, when immersed in interdisciplinary experiences that contextualize mathematics within the realm of music, express heightened confidence in the efficacy of such experiences for fostering student learning. Moreover, the research contends that exposing teachers to innovative methods of intertwining mathematical concepts with musical rhythms not only influences their expectations of teaching outcomes but also enhances their self-efficacy in delivering mathematics education through unconventional approaches. This study sheds light on the transformative impact of interdisciplinary engagements, particularly within the domains of mathematics and music. The summer institute served as a platform for educators to explore and integrate creative methodologies, fostering a sense of confidence in the potential effectiveness of such approaches in stimulating student learning. The research advocates for the significance of introducing teachers to alternative pedagogical strategies that intertwine mathematical ideas with musical elements. This not only broadens the spectrum of teaching methodologies but also contributes to the development of educators' self-efficacy, especially in diverging from traditional modes of mathematics instruction.