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take place. Thus, the significance of math learning. Music is children’s first
these activities also lies in enhancing patterning experience and helps engage
the mathematical learning of students. them in mathematics even when
Studies (An, Capraro, & Tillman, 2013; they don’t recognize the activities as
An & Tillman, 2015) highlight music- mathematics (Geist, E. Geist, & Kuznik,
mathematics integrated activities 2012, p. 78).
as application to Gardner’s multiple The activities which have been discussed
intelligence theory (1983, 1993, 1999) and so far for Music Lab involve basic
their results also indicate improvement mathematical concepts upto elementary
in mathematical achievements of level. For example: Kandinsky can be
children after participation in music- used as a starter to engage children with
mathematics integrated activities. auditory patterns. Rhythm activities
Likewise, researchers (An, Zhang, let one understand and appreciate the
Tillman, Lesser, Siemssen, & Tinajero, importance of basic elements (beats
2015; An & Tillman, 2015) have discussed and timing of its position) in composing
mathematics as a tool in music creation, a piece of music. Through it one can
music as catalyst in mathematics also understand the role of gaps (time
cognition and music as a pedagogical intervals) in music composition. This
approach. Embedding music activities interactive activity can also be used in
naturally into children’s engagements the context of inquiry-based learning:
with mathematics and movements asking students to create their own
provides a way for children to develop rhythm and investigating questions
their logic/mathematical and musical/ based on mathematical concepts
rhythmic intelligences in ways we may in their rhythm. In their attempt to
not have considered before (Shilling, repeat the same pattern in these four
2002). Thus, the activities discussed in experiments, children also develop one-
the paper are relevant in the context to-one correspondence of their drawing,
of inquiry based learning; kinaesthetic instruments, cells, and colours with
activities, spatial-temporal reasoning corresponding sounds. By manipulating
and also significant from pedagogical settings in Song Maker, children can
perspective and cognitive development. understand the proportional relation
Designing activities based on Chrome between columns and beat counts
Music Lab’s experiments can prove in the grid. Thus, while playing Music
to be an engaging and explorative Lab through some designed activities,
way of teaching and highlighting a children and students can come across
mathematical concept. On the other these major elementary concepts:
hand, it can also strengthen peer Pattern, One to One correspondence,
learning, classroom interactions, and Making sense of Cardinal, Ordinal and
connect with the diversity of learners in Nominal, Permutation and Combination,
the classroom.
Ratio and Proportion, Fractions, Spatial
Music is a highly social, natural, and thinking, Coordinate representation,
developmentally appropriate way to Row-Column representation, Lowest
engage even the youngest child in Common multiple, Multiplication

Indian Journal of Educational Technology 179
Volume 3, Issue 2, July 2021