Exploring the influence of musical training on mathematical creativity

Abstract

Studies generally affirm a positive association between musical instruction and mathematics performance, although conflicting views persist. No prior study has been found examining the potential impact of music training on mathematical creativity and limited research has addressed the relationship between this instruction and overall creativity. This study aims to validate the positive effects of musical training on mathematical performance and explores the role of mathematical creativity in this relationship, addressing a research gap. For this purpose, 220 students of the third year of compulsory secondary-school education (62 of whom combined compulsory education with musical studies at the conservatory) underwent two tests to assess their mathematical creativity and academic performance in mathematics. The results revealed that the percentage of students with high mathematical creativity is relatively small (5.9 % of the participants). Besides, a moderate and positive correlation (r = 0.504) between both variables was found. However, in some cases, there was a lack of association between the scores of the two tests suggests diverse educational implications, as the presence of mathematically creative students whose potential may remain hidden due to average academic performance in this discipline. Furthermore, students who received musical training demonstrated greater mathematical creativity, even after considering the effect of higher academic performance in mathematics, suggesting that musical instruction enhances creativity in the domain of mathematics.