La notación musical: herramienta para el aprendizaje de las fracciones

• Guillermo Luengo ^[1] ; Maria T. Sanz ^[1] ; Carlos Valenzuela ^[2] ; Emilia López-Iñesta ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
  2. [2] Universidad de Guadalajara

     Universidad de Guadalajara

     México

     
• Localización: Educación matemática, ISSN-e 0187-8298, ISSN 1665-5826, Vol. 36, Nº. 1, 2024, págs. 187-221
• Idioma: español
• DOI: 10.24844/EM3601.07
• Títulos paralelos:
  • The musical notation: a tool for learning fractions
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este estudio se examinó el efecto de una intervención académica, asociada a la música, sobre la comprensión conceptual de la notación musical y la representación, orden, equivalencia y adición de fracciones de estudiantes de primero de Educación Secundaria Obligatoria (ESO) de un centro escolar público multicultural y socioeconómico mixto español. Los estudiantes (N= 12) tenían conceptos previos acerca de instrucción musical, así como de los con ceptos a evaluar sobre fracciones. Se trata de un estudio observacional en el que se les administró una batería de cuatro tareas antes y después de una instrucción basada en un entorno musical, siendo la notación musical función semiótica. La instrucción contó con 9 sesiones de 50 minutos cada una. Los resultados previos a la intervención evidencian carencias en un concepto que no era nuevo para el alumnado, sin embargo, tras la intervención, el alumnado se vio competente en todos los conceptos. En particular, la notación musical fue un instrumento utilizado de forma potencial como soporte para la representación, ordenación y equivalencia de las fracciones.

  • English

    In this study, the effect of an academic intervention associated with music on the conceptual understanding of musical notation and the representation, ordering, equivalence, and addition of fractions was examined. The participants of this research were 12 students from first year of Compulsory Secondary Education from a multicultural, mixed socio-economic Spanish public school. They had prior knowledge about musical instruction, as well as the concepts to be evaluated regarding fractions. This was an observational study in which a battery of four tasks was administered to them before and after instruction based on a musical environment, with musical notation serving as a semiotic function. The instruction comprised 9 sessions, each lasting 50 minutes. Pre-intervention results revealed deficiencies in a concept that was not new to the students; however, following the intervention, the students demonstrated competence in all concepts. Particularly, musical notation was a potentially powerful instrument used to support the representation, ordering, and equivalence of fractions.

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