Numeracy musical training for school children with low achievement in mathematics

  • Indira Arias Rodriguez Universidade Estadual Paulista Júlio de Mesquita Filho
  • Jessica Mendes do Nascimento
  • Marcos Felipe Voigt
  • Flávia Heloísa Dos Santos
Keywords: musical training, numerical cognition, working memory, Dyscalculia Developmen

Abstract

The present case-control, double-blind, and prospective study investigated the effects of Numeracy Music Training (NMT) on cognitive skills of primary school children. Participating in the study were 42 children aged 8 to 10 years divided into two groups: Low Achievement in Math (n = 21), and Average Achievement in Math (n = 21). The children underwent two evaluations before and after NMT, where cognitive tests and behavior scales were applied that assessed variables such as school performance, IQ, working memory, numerical cognition, anxiety and stress. NMT was developed in eight group sessions and aimed to stimulate the systems of numerical cognition and integrate basic musical knowledge, and symbolic representations. After the intervention, through musical training, the children in both groups showed significant improvements in school performance, systems of numerical cognition and working memory, as well as the reduction of manifestation of mathematics anxiety.

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Published
02-08-2019
How to Cite
Arias Rodriguez, I., Mendes do Nascimento, J., Voigt, M. F., & Dos Santos, F. H. (2019). Numeracy musical training for school children with low achievement in mathematics. Anales De Psicología / Annals of Psychology, 35(3), 405-416. https://doi.org/10.6018/analesps.35.3.340091
Section
Developmental and Educational Psychology