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

Yıl 2026, Cilt: 11 Sayı: 1, 30 - 44, 02.02.2026

Karla Valdebenito , Sergio Sepulveda-Vallejos , Alejandro Almonacid-Fierro , Mirko Aguilar-Valdés

https://doi.org/10.31811/ojomus.1778843

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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• 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
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• 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
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• 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
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• 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
• Cheek, J. M., & Smith, L. R. (1999). Music training and mathematics achievement. Adolescence, 34(136), 759-761. https://n9.cl/v9erg
• 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
• Cubarsi, R. (2024). Partition entropy as a measure of regularity of music scales. Mathematics, 12(11), 1658. https://doi.org/10.3390/math12111658
• 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
• 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
• 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
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• 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
• 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
• 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
• 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
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• Harney, K. (2020). Integrating music across the elementary curriculum. Oxford University Press. https://doi.org/10.1093/oso/9780190085582.001.0001
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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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