Investigating common cognitive processes between music and mathematics in educational contexts: a systematic review of the literature

Abstract

This article examines the scientific evidence on the intersection of music and mathematics in primary and secondary education, analyzing conceptual foundations such as methodologies and strategies, and demonstrating how their integration improves teaching and student development. A qualitative systematic review, following the PRISMA 2020 guidelines, analyzed 15 studies published between 1998 and 2024 in the Scopus, Web of Science, and EBSCO databases. These studies focused on the cognitive benefits of music education and pedagogical strategies for integrating mathematics learning. The findings present three themes: 1) the cognitive, neurobiological, and educational impact of music education on the mathematics learning process; 2) the relationship between musical skills and logical-mathematical reasoning; and 3) pedagogical proposals and school programs that connect music and mathematics. The results indicate that musical training enhances executive functions, such as working memory, attention, and self-regulation, while facilitating the understanding of abstract concepts through symbolization, rhythm, and pattern recognition. Furthermore, multisensory programs and innovative activities demonstrate that music improves students’ motivation and engagement. The evidence supports music as a valuable pedagogical resource that provides inclusive and meaningful learning experiences when integrated into the curriculum.

Keywords

• music education
• mathematics
• cognitive processes
• interdisciplinarity
• school curriculum

Eğitim bağlamlarında müzik ve matematik arasındaki ortak bilişsel süreçlerin araştırılması: literatürün sistematik bir incelemesi

Abstract

Bu makale, ilköğretim ve ortaöğretimde müzik ve matematiğin kesişimine ilişkin bilimsel kanıtları inceliyor; metodolojiler ve stratejiler gibi kavramsal temelleri analiz ediyor ve bunların entegrasyonunun öğretimi ve öğrenci gelişimini nasıl iyileştirdiğini gösteriyor. PRISMA 2020 yönergelerini izleyen nitel bir sistematik inceleme, Scopus, Web of Science ve EBSCO veritabanlarında 1998 ile 2024 yılları arasında yayınlanan 15 çalışmayı analiz etti. Bu çalışmalar, müzik eğitiminin bilişsel faydalarına ve matematik öğrenimini entegre etmeye yönelik pedagojik stratejilere odaklanmaktadır. Bulgular üç temayı ortaya koymaktadır: 1) müzik eğitiminin matematik öğrenme süreci üzerindeki bilişsel, nörobiyolojik ve eğitimsel etkisi; 2) müzik becerileri ile mantıksal-matematiksel akıl yürütme arasındaki ilişki; ve 3) müzik ve matematiği birbirine bağlayan pedagojik öneriler ve okul programları. Sonuçlar, müzik eğitiminin çalışma belleği, dikkat ve öz düzenleme gibi yürütücü işlevleri geliştirdiğini ve aynı zamanda sembolleştirme, ritim ve örüntü tanıma yoluyla soyut kavramların anlaşılmasını kolaylaştırdığını göstermektedir. Dahası, çok duyusal programlar ve yenilikçi etkinlikler, müziğin öğrencilerin motivasyonunu ve katılımını artırdığını göstermektedir. Elde edilen kanıtlar, müziğin müfredata entegre edildiğinde kapsayıcı ve anlamlı öğrenme deneyimleri sağlayan değerli bir pedagojik kaynak olduğunu desteklemektedir.

Keywords

• müzik eğitimi
• matematik
• bilişsel süreçler
• disiplinlerarasılık
• okul müfredatı

References

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82. Kang, M. (2024). A study on Korean art song tradition with emphasis on vocal works by female composers: Hanbyeol Kang, Wonju Lee, Soon-Ae Kim, and JaeEun Park [Doctoral dissertation, The University of Arizona]. https://repository.arizona.edu/handle/10150/675571
83. Kazantseva, A. V., Enikeeva, R. F., Toropova, A. V., Zakharov, I. M., & Ismatullina, V. I. (2023). A replication study of genetic variants associated with high-level musical aptitude. Research Results in Biomedicine, 9(2), 181-190. https://doi.org/10.18413/2658-6533-2023-9-2-0-3
84. Khatin-Zadeh, O., & Hu, J. (2024). The role of mathematical semiotic signs in enhancing working memory and inhibition as the components of executive functions. Integrative Psychological and Behavioral Science, 58(1), 138-148. https://doi.org/10.1007/s12124-023-09776-x
85. Lingefjard T., & Hatami, R. (2020). The beauty of abstraction in mathematics. Policy Futures in Education, 18(4), 467-482. https://doi.org/10.1177/1478210319895104
86. López, M. B., Haut, C. I. C., Masot, M. C. B., & Rodriguez, V. Z. (2021). Canciones infantiles para aprender matemáticas. Campo Abierto, Revista de Educación, 40(1), 103-118. https://revista-campoabierto.unex.es/index.php/campoabierto/article/view/3546
87. Lovianova, I., Kaluhin, R., Kovalenko, D., Rovenska, O., & Krasnoshchok, A. (2022). Development of logical thinking of high school students through a problem-based approach to teaching mathematics. Journal of Physics: Conference Series, 2288, 012021. https://doi.org/10.1088/1742-6596/2288/1/012021
88. Ribeiro, F. S., & Santos, F. H. (2017). Enhancement of numeric cognition in children with low achievement in mathematic after a non-instrumental musical training. Research in Developmental Disabilities, 62, 26-39. https://doi.org/10.1016/j.ridd.2016.11.008
89. Ribeiro, F. S., & Santos, F. H. (2020). Persistent effects of musical training on mathematical skills of children with developmental dyscalculia. Frontiers in Psychology, 10, 2888. https://doi.org/10.3389/fpsyg.2019.02888
90. Trgalová, J., & Tabach, M. (2023). Affordances of virtual learning environments to support mathematics teaching. Digital Experiences in Mathematics Education, 9(3), 444-475. https://doi.org/10.1007/s40751-023-00127-4
91. Maldonado, E. (2024). Musical education in Kindergarten. Importance on the quality of life in children. Health Leadership and Quality of Life, 3(463). https://doi.org/10.56294/hl2024.463
92. Manila, B. (2020). Pedagogical content knowledge in music education among public elementary teachers. IOER International Multidisciplinary Research Journal, 2(3), 1-9. https://doi.org/10.54476/iimrj330
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