Generalist intermediate phase teachers’ experiences of teaching mathematics through music integration (Gauteng, South Africa)

Abstract

By embracing the influential role of music in education, teachers can establish an environment that nurtures learners' curiosity, creativity, and enthusiasm for acquiring knowledge. Research suggests that incorporating innovative teaching approaches into pedagogy can promote deeper learning and inspire learners. Viewed through the framework of constructive alignment, this thesis introduces a qualitative, single case study delving into how generalist teachers experienced and perceived the integration of music and mathematics within an educational framework. Central to this study were the integrated music-mathematics lessons. These lessons combined interactive, creative, hands-on, and collaborative elements. Rooted in a constructivist approach, the research findings highlight the significance of maintaining a balance between a learner-centred approach and providing adequate teacher support. The outcomes suggest that effectively incorporating music into mathematics instruction does not demand formal music qualifications or advanced musical proficiency. Moreover, the research underscores the significance of adapting teaching methods and activities to accommodate diverse learning preferences. Ultimately, the findings illustrate that the integration of music and mathematics not only enriches the learning experience for learners but also enhances teaching possibilities for educators.