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

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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2. Alam, A., & Mohanty, A. (2023). Music and its effect on mathematical and reading abilities of students: Pedagogy for twenty-first century schools. In D. A. Karras, S. K. Oruganti, & S. Ray (Eds.), Interdisciplinary perspectives on sustainable development (pp. 342-346). CRC Press. https://doi.org/10.1201/9781003457619-67
3. Azevedo, S., Rato, J., & Caldas, A. C. (2020). Contributo da formação musical no desempenho académico e cognitivo de crianças e adolescentes: Uma revisão sistemática. Revista Portuguesa de Educação, 33(2), 116-135. https://doi.org/10.21814/rpe.18506
4. Balasubramanian, K. (2021). Symmetry, combinatorics, artificial intelligence, music and spectroscopy. Symmetry, 13(10), 1850. https://doi.org/10.3390/sym13101850
5. Bergee, M. J., & Weingarten, K. M. (2021). Multilevel models of the relationship between music achievement and reading and math achievement. Journal of Research in Music Education, 68(4), 398-418. https://doi.org/10.1177/0022429420941432
6. Bergee S., & Ghorai, G. (2024). An approach to lagrange’s theorem in pythagorean fuzzy subgroups. Kragujevac Journal of Mathematics, 48(6). https://doi.org/10.46793/KgJMat2406.893B
7. Bussu, A., & Mangiarulo, M. (2024). Playing music together: Exploring the impact of a classical music ensemble on adolescent’s life skills self-perception. PloS One, 19(7), e0306326. https://doi.org/10.1371/journal.pone.0306326
8. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806

9. Ciabattoni, F. (2022). The harmony of the spheres and Dante’s Paradiso. Textual Cultures, 15(2), 255-280. https://doi.org/10.14434/tc.v15i2.35544
10. Cheek, J. M., & Smith, L. R. (1999). Music training and mathematics achievement. Adolescence, 34(136), 759-761. https://n9.cl/v9erg
11. Crabtree, S., Hsu, M.-H., Pool, J., & Odell-Miller, H. (2025). Music Therapist’s use of singing, listening, playing instruments and movement with music to improve cognition and reduce neuropsychiatric symptoms in music therapy for people living with dementia, British Journal of Music Therapy, 39(1), 5-19. https://doi.org/10.1177/13594575251327948
12. Cubarsi, R. (2024). Partition entropy as a measure of regularity of music scales. Mathematics, 12(11), 1658. https://doi.org/10.3390/math12111658
13. Da Silva, E. Dos Santos Baldin, M., & Dos Santos, F. (2017). Cognitive effects of numeracy musical training in Brazilian preschool children: A prospective pilot study. Psychology & Neuroscience, 10(3), 281-296. https://doi.org/10.1037/pne0000098
14. Di Stefano, N., & Spence, C. (2022). Roughness perception: A multisensory/crossmodal perspective. Attention, Perception, & Psychophysics, 84(7), 2087-2114. https://doi.org/10.3758/s13414-022-02550-y
15. Dignam, C. (2024). Harmonies on the string: Exploring the synergy of music and STEM. International Journal of Technology in Education and Science, 8(3), 491-521. https://doi.org/10.46328/ijtes.571
16. Ferrada, D. (2020). Algunas reflexiones sobre la crisis del modelo en la educación chilena a propósito del estallido social. Revista Ecociencias, 10, 4-10. https://n9.cl/gcmmq
17. Forgeard, M., Winner, E., Norton, A., & Schlaug, G. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. PloS one, 3(10), e3566. https://doi.org/10.1371/journal.pone.0003566
18. Foster, C. (2013). Mathematical études: Embedding opportunities for developing procedural fluency within rich mathematical contexts. International Journal of Mathematical Education in Science and Technology, 44(5), 765-774. https://doi.org/10.1080/0020739X.2013.770089
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23. Hanif, A., Butt, A. I. K., Ahmad, S., Din, R. U., & Inc, M. (2021). A new fuzzy fractional order model of transmission of COVID-19 with quarantine class. The European Physical Journal Plus, 136(11), 1-28. https://doi.org/10.1140/epjp/s13360-021-02178-1
24. Hernandez-Olivan, C., & Beltrán, J. R. (2023). Musicaiz: A Python library for symbolic music generation, analysis and visualization. SoftwareX, 22, 101365. https://doi.org/10.1016/j.softx.2023.101365
25. Hicks, A. (2022). Music and the pythagorean tradition from late antiquity to the early middle ages. I. Caiazzo, C. Macris, & A. Robert (Eds.), Brill’s companion to the reception of Pythagoras and Pythagoreanism in the Middle Ages and the Renaissance (pp. 82-110). https://doi.org/10.1163/9789004499461
26. Incógnito, O., Scaccioni, L., & Pinto, G. (2022). The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers. International Journal of Music Education, 40(1), 90-104. https://doi.org/10.1177/02557614211027247
27. Jian, Z. (2022). Sustainable engagement and academic achievement under impact of academic self-efficacy through mediation of learning agility-evidence from music education students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.899706
28. 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
29. 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
30. 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
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33. 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
34. 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
35. 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
36. 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
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58. Balasubramanian, K. (2021). Symmetry, combinatorics, artificial intelligence, music and spectroscopy. Symmetry, 13(10), 1850. https://doi.org/10.3390/sym13101850
59. Bergee, M. J., & Weingarten, K. M. (2021). Multilevel models of the relationship between music achievement and reading and math achievement. Journal of Research in Music Education, 68(4), 398-418. https://doi.org/10.1177/0022429420941432
60. Bergee S., & Ghorai, G. (2024). An approach to lagrange’s theorem in pythagorean fuzzy subgroups. Kragujevac Journal of Mathematics, 48(6). https://doi.org/10.46793/KgJMat2406.893B
61. Bussu, A., & Mangiarulo, M. (2024). Playing music together: Exploring the impact of a classical music ensemble on adolescent’s life skills self-perception. PloS One, 19(7), e0306326. https://doi.org/10.1371/journal.pone.0306326
62. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
63. Ciabattoni, F. (2022). The harmony of the spheres and Dante’s Paradiso. Textual Cultures, 15(2), 255-280. https://doi.org/10.14434/tc.v15i2.35544
64. Cheek, J. M., & Smith, L. R. (1999). Music training and mathematics achievement. Adolescence, 34(136), 759-761. https://n9.cl/v9erg
65. Crabtree, S., Hsu, M.-H., Pool, J., & Odell-Miller, H. (2025). Music Therapist’s use of singing, listening, playing instruments and movement with music to improve cognition and reduce neuropsychiatric symptoms in music therapy for people living with dementia, British Journal of Music Therapy, 39(1), 5-19. https://doi.org/10.1177/13594575251327948
66. Cubarsi, R. (2024). Partition entropy as a measure of regularity of music scales. Mathematics, 12(11), 1658. https://doi.org/10.3390/math12111658
67. Da Silva, E. Dos Santos Baldin, M., & Dos Santos, F. (2017). Cognitive effects of numeracy musical training in Brazilian preschool children: A prospective pilot study. Psychology & Neuroscience, 10(3), 281-296. https://doi.org/10.1037/pne0000098
68. Di Stefano, N., & Spence, C. (2022). Roughness perception: A multisensory/crossmodal perspective. Attention, Perception, & Psychophysics, 84(7), 2087-2114. https://doi.org/10.3758/s13414-022-02550-y
69. Dignam, C. (2024). Harmonies on the string: Exploring the synergy of music and STEM. International Journal of Technology in Education and Science, 8(3), 491-521. https://doi.org/10.46328/ijtes.571
70. Ferrada, D. (2020). Algunas reflexiones sobre la crisis del modelo en la educación chilena a propósito del estallido social. Revista Ecociencias, 10, 4-10. https://n9.cl/gcmmq
71. Forgeard, M., Winner, E., Norton, A., & Schlaug, G. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. PloS one, 3(10), e3566. https://doi.org/10.1371/journal.pone.0003566
72. Foster, C. (2013). Mathematical études: Embedding opportunities for developing procedural fluency within rich mathematical contexts. International Journal of Mathematical Education in Science and Technology, 44(5), 765-774. https://doi.org/10.1080/0020739X.2013.770089
73. García-García, J., Martínez-Artero, M. R. N., & Olivares-Carrillo, P. (2024). Exploring the influence of musical training on mathematical creativity. Thinking Skills and Creativity, 52, 101498. https://doi.org/10.1016/j.tsc.2024.101498
74. Gripton, C. (2023). Pattern in early years mathematics curriculum: A 25-year review of the status, positioning and conception of pattern in England. Research in Mathematics Education, 25(1), 3-23. https://doi.org/10.1080/14794802.2021.2010237
75. Hassan, B. (2023). Artistic resilience in times of crisis: Navigating adversity through creativity. Journal of Religion and Society, 1(2), 31-43. https://www.islamicreligious.com/index.php/Journal/article/view/25
76. Harney, K. (2020). Integrating music across the elementary curriculum. Oxford University Press. https://doi.org/10.1093/oso/9780190085582.001.0001
77. Hanif, A., Butt, A. I. K., Ahmad, S., Din, R. U., & Inc, M. (2021). A new fuzzy fractional order model of transmission of COVID-19 with quarantine class. The European Physical Journal Plus, 136(11), 1-28. https://doi.org/10.1140/epjp/s13360-021-02178-1
78. Hernandez-Olivan, C., & Beltrán, J. R. (2023). Musicaiz: A Python library for symbolic music generation, analysis and visualization. SoftwareX, 22, 101365. https://doi.org/10.1016/j.softx.2023.101365
79. Hicks, A. (2022). Music and the pythagorean tradition from late antiquity to the early middle ages. I. Caiazzo, C. Macris, & A. Robert (Eds.), Brill’s companion to the reception of Pythagoras and Pythagoreanism in the Middle Ages and the Renaissance (pp. 82-110). https://doi.org/10.1163/9789004499461
80. Incógnito, O., Scaccioni, L., & Pinto, G. (2022). The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers. International Journal of Music Education, 40(1), 90-104. https://doi.org/10.1177/02557614211027247
81. Jian, Z. (2022). Sustainable engagement and academic achievement under impact of academic self-efficacy through mediation of learning agility-evidence from music education students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.899706
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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