British Society for Research into Learning Mathematics
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’