Teaching Modeling in Algebra and Geometry using Musical Rhythms: Teachers’ Perceptions on Effectiveness

The study was conducted within a summer institute program that trained 15 mathematics teachers from two high need school districts in facilitating students’ understanding of mathematical modeling using musical rhythms. Qualitative and quantitative data was collected and triangulated using different sources. This study showed that when teachers are engaged in interdisciplinary experiences situating mathematics in the context of music, they were confident that such experiences can be effective in stimulating student learning. Furthermore, the study argues that introducing teachers to creative ways of linking mathematical ideas with musical rhythms will not only impact their teaching outcome expectancy but will also strengthen their self-efficacy to teach mathematics in less traditional ways.