Abstract
A course on musical acoustics, at the high school or introductory college level, can be an effective vehicle for improving student math skills. More importantly, it provides an opportunity to develop an appreciation for the utility of mathematics among skeptical students, including those from groups, such as women and minorities, who have historically been steered away from quantitative studies. Having an answer for the rhetorical “What is math good for?” can boost a student's motivation for learning math and open the door to consideration of STEM careers. This presentation gives an overview of how math skills are explicitly addressed throughout a 10-week (one quarter) general education course, “Physics of Musical Sound,” taught at Central Washington University. Examples of specific in-class exercises will be described, as well as how math is incorporated into collaborative term projects. A discussion will be provided of what has worked, and not worked, throughout 25 years of teaching this course.
Published Version
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