Connecting music and mathematics: Exploring the professional development of primary school teachers in the English context

Abstract

Building upon previous research, a small-scale qualitative study was established to work with generalist class teachers in primary schools in London, UK. The research explored how music and mathematics may be co-taught so as to support ongoing professional development. Early findings suggest that the co-teaching of music and mathematics supported: i) a meaningful context for exploration and mastery within both subject domains; ii) extended dialogues within both subject domains; iii) collaborative dialogues between teachers focused on problem solving and learning in preference to previous foci around content and repetition; and iv) a need for the further examination of the impact of teacher identity on issues including planning, craft and professional knowledge and the notion of an ‘expert’