Date of Defense
12-3-2025
Date of Graduation
12-2025
Department
Mathematics
First Advisor
Paul Pancella
Second Advisor
Jeffrey Gdowski
Third Advisor
Megan Soukup
Abstract
The education system is constantly evolving and advancing, and the teaching methods should advance along with it. Musical involvement has long been cited as having a positive effect on mathematical proficiency and being an easy way to boost mathematical performance but is most often used in an elementary school setting and the early learning years. Are there ways to use this scientific relationship to boost performance and engagement in a secondary school environment?
This literature review functionalization takes a closer look at this relationship and how it can be implemented effectively in a high school math classroom beyond the young formative years of early childhood. Research suggests that musical training fosters full brain engagement in the classroom, and when used to support the pedagogical foundations of the subject, can help students abstract concrete relationships from vague or heady mathematical topics. Music can not only improve performance but also boost both enthusiasm and productivity in the classroom. It can help combat the negative emotions often surrounding this subject in school, letting students come at these concepts from a fresh angle, unlocking new modes and methods of understanding.
In this thesis, the learning standards of a Michigan High School Algebra I curriculum are expanded in depth, and several are cross referenced with musical concepts. This comparison provides ideas for new ways to approach the regimented learning standards in the classroom, from solo projects, partner activities, and other ideas that bring variety to the classroom. A zoomed in look at the day to day is also provided, with a detailed lesson plan at how this information can be used in practice. It proposes a curriculum that is student-centered, hands-on, open-ended and built on solving problems with more than one right answer. It provides a way to get math concepts “out of the textbook” and into a more accessible form for students who may not learn well in a traditional classroom. Additionally, most school districts require participation in the arts often through middle school, and this thesis provides insight into how those years can continue to contribute to a student’s academic experience. This thesis aims to provide a foundation for a new type of classroom, where more enjoyment, understanding, and success can be found for all.
Recommended Citation
Medendorp, Myah, "A Harmonious Equation: How to Facilitate the Interdisciplinary Nature of the Arts in a High School Math Classroom" (2025). Honors Theses. 3993.
https://scholarworks.wmich.edu/honors_theses/3993
Access Setting
Honors Thesis-Open Access
Presentation