A connection between musical training and mathematical thinking
Since the time of the Ancient Greeks, much has been written about the connection between mathematics and music: from harmony and number theory, to musical patterns and group theory.
Music and math have a very close relationship that stretches back thousands of years, to the very origins of music and civilization (John, 2013). Pythagoras, Plato and Aristotle were three very clever academics, and are very influential figures when detailing the historic relationship between mathematics and music (Shah, 2010). One of these connections is that music training has been found to be related to better language and mathematical skills, higher IQ and overall greater academic achievement (Habibi, 2016). Learning to play a musical instrument is one of the trainings that rely on understanding concepts, such as fractions, and ratios that are important for mathematical achievement (Gaab, Nadine; Zuk, 2017).
Furthermore, a relationship between math and left-brain hemisphere preference or integrated brain processing scores was found to be marginal (Szirony, Burgin, & Pearson, 2008). It turns out that there is much evidence that supports the positive effects of music on one’s ability to do math. Most research shows that when children are trained in music at a young age, they tend to improve in their math skills. The surprising thing in this research is not that music as a whole is enhancing math skills. It is certain aspects of music that are affecting mathematics ability in a big way. The studies done were mostly in children of young age. It shows that their academic performance increases after a certain period of music education and training. Correlational studies have reported a number of advantages for musically-trained children, ranging from better verbal and mathematical skills to higher scores on tests of working memory, cognitive flexibility, and IQ (Fujioka et al 2006; Schellenberg 2006; Patel and Iverson 2007; Hanna-Pladdy and Mackay 2011).
Therefore, it is important for educators to continue to explore the possible connections between mathematics and musical learning. It is important for educators of both music and mathematics to build on possible connections as a way of contributing to students’ overall learning and capacity to contribute as learned citizens. (Paid article)