Music has a distinct and vital part in a child's whole development (Adjepong, 2020).
Several studies have claimed that music contributes to the learning skills, intellectual growth,
and development of learners. Even Plato and his student, Aristotle, recognized the significant
role of music in education (Ngalim and Chinye, 2018). Moreover, music helps the learners
become more engaged and motivated in classroom discussions. Teachers can easily catch
their attention, especially if they play songs familiar to the learners.
On the other hand, mathematics has a significant place in the school curriculum since it is
essential for an individual's well-being. However, it is well known that the majority of learners
regard mathematics as difficult (Gafoor and Kurukkan, 2015). Even in the Philippines, many
Filipino learners reach the next level in high school without the mastery of basic concepts that
they will need to learn more difficult topics in mathematics. These problems have been proven
by the results of different international assessments participated in by the country, like the
Program for International Student Assessment (PISA) in 2018 and the Trends in International
Mathematics and Science Study in 2019 (Magsambol, 2020; Belmi & Mangali, 2020) . The
country always fell behind the other participating countries.
However, the COVID-19 pandemic worsens the struggles of learners in learning
mathematics. To avoid the spread of the virus, distance learning has been implemented in the
country (Cruz, 2021). The learners are required to study at their homes with their parents or
guardians, who can guide them while answering their modules. This situation has
exacerbated the attitude and perception of learners in mathematics.
In line with this, teachers are required to rethink how they will teach and engage their
learners virtually and provide effective instructions in learning modules. For decades, several
discussions have been held about the relevance and connection between music and mathematics
(Carillo, 2018). Bakar and Samsudin (2021) proved in their study using familiar songs and
movements increased the participation and learning of the learners in mathematics.
Hence, mathematics teachers should recognize the significant results of various studies in
integrating music into teaching mathematics. We are all naturally musical. Hearing familiar
songs makes us synchronize with the beat and sing the parts we know. This can also be applied
to mathematics instruction. Teachers can select topics that can be conveyed through songs. They
can transform steps in solving a word problem, simple equation or expression, or even the most
complex ones into a familiar song. In this way, the learners will enjoy and become more
interested in learning, even though they may be working through their modules or participating
in virtual classes. The songs can also help them acquire long-term knowledge and develop a
positive learning routine.
References:
Adjepong, B. The Value and Importance of Music to Children’s Growth and Development.
Bakar, K. A., & Samsudin, M. A. (2021). Teaching Young Children Early Mathematics through
Music and Movement. International Journal of Learning, Teaching and Educational
Research, 20(5).Retrieved on November 09, 2021 from
http://www.ijlter.org/index.php/ijlter/article/view/3700
Belmi, R. M., & Mangali, G. R. (2020). PISA 2018 Science Framework vis-a-vis the Philippine
Kto12 Science Curriculum. Challenges of PISA: The PNU Report, 100. Retrieved on November
15, 2021
Gafoor, A. (2015). Learner and Teacher Perception on Difficulties in Learning and Teaching
Mathematics: Some Implications. Online Submission.
Magsambol, B. (2020). PH lowest among 58 countries in math, science–Global
assessment. Rappler. Retrieved on January 27, 2022
Ngalim, V. B., & Chinye, N. (2018). THE EFFECT OF MUSIC ON THE ACADEMIC
PERFORMANCE OF PUPILS IN MATHEMATICS: A SURVEY OF EARLY CHILDHOOD
EDUCATION IN TUBAH MUNICIPALITY, CAMEROON. European Journal of Education
Studies.Retrieved on November 09, 2021 from
https://oapub.org/edu/index.php/ejes/article/view/2044
Serlie G. Cruz. (2021). DEVELOPMENT AND VALIDATION OF SUPPLEMENTAL
MATERIAL ON OPERATION ON INTEGERS. EPRA International Journal of Research &
Development, 6(6), 218–227. Retrieved on November 09, 2021 from
https://eprajournals.org/index.php/IJRD/article/view/226
Viladot, L., Hilton, C., Casals, A., Saunders, J., Carrillo, C., Henley, J., … & Welch, G. (2018).
The integration of music and mathematics education in Catalonia and England: Perspectives on
theory and practice. Music Education Research, 20(1), 71-82. Retrieved on November 09, 2021
from https://www.tandfonline.com/doi/abs/10.1080/14613808.2017.1290595
By: Ma. Rhodora V. Herrera | Teacher I | Bataan National High School
