Development of creative thinking via fractions and rhythm

Abstract

In this study we follow the progress of fourth graders’ (N = 86) fractions knowledge and their fraction-related creative thinking, while utilizing a multi-disciplinary approach that combines mathematics and music with various teaching emphases. For the purpose of the study, an intervention program was implemented, focusing on fractions knowledge, rhythm patterns, and creative thinking. Three classes were taught the same MusiMath curriculum that explicitly connects mathematics and music. Moreover, these classes received additional instruction on fractions and rhythm, but with differing focuses: Creative Math class, Creative Music class, and Creative Math and Music class. A fourth class served as a control group, where standard mathematics and music were taught without any MusiMath lessons or creative intervention. Using a novel software, developed for the current study, students answered questions that had only one correct answer, as well as questions that invited diverse and original responses encouraging creative thinking. Pre- to post-intervention analyses indicated that the experimental groups outperformed the control group on fractions knowledge and creative thinking in both math and music, showing superiority of the Creative Math and Music instruction.