Exploring Learning Connections Between Music and Mathematics in Early Childhood

2015 ◽  
pp. 45 ◽  
Author(s):  
McDonel
Keyword(s):  
Early Childhood ◽  
Music And Mathematics ◽  
And Mathematics ◽  
Learning Connections

Music and mathematics: Theophrastus against the number-theorists

1977 ◽  
Vol 23 ◽  
pp. 1-15
Author(s):  
Andrew Barker
Keyword(s):  
Good Deal ◽  
Subsequent Publication ◽  
Music And Mathematics ◽  
And Mathematics ◽  
Partial Translation

A long and important fragment of the Περὶ μοψσικῆς of Theophrastus is preserved in Porphyry's commentary on Ptolemy's Harmonics. Both Porphyry and Ptolemy were reedited earlier in this century by Düring, in works which have rightly been taken to supersede the texts of Wallis: and so far as the Theophrastus passage is concerned, we should expect to be able to abandon in Düring's favour the text published by Wimmer, who in effect reprints Wallis, though adopting a few variant readings and emendations from Schneider. But it seems to me that Düring's text is not in all respects an improvement, and that the comments made on it in a subsequent publication by Alexanderson have muddied the waters still further. It is not only a matter of the text: Alexanderson prints also a (partial) translation and an interpretative commentary, and both are open to serious objections. I intend in this paper to deal only with a portion of the fragment, but it is that portion whose argument is the most intricate, and one which ought to shed a good deal of light on central controversies among the musical theoreticians who follow Aristotle. I am not in a position to dispute any of Düring's findings in the manuscripts, but where emendation has in any event proved necessary or where the manuscripts differ among themselves, I hope to show through a study of the content of the argument that the case in favour of Düring is not always closed.

scholarly journals Le Corbusier: architecture, music, mathematics: longing for classicism?

2015 ◽  
Author(s):  
Clara Germana Gonçalves ◽  
Maria João Dos Reis Moreira Soares
Keyword(s):  
Seventeenth Century ◽  
Le Corbusier ◽  
Palabras Clave ◽  
The Will ◽  
Music And Mathematics ◽  
And Mathematics ◽  
Universal Order ◽  
Siglo Xx ◽  
The Universe

Abstract: This paper aims to study the role of the relationships between architecture, music and mathematics in Le Corbusier's thought and work and their relevance in his reinterpretation of classical thinking. It seeks to understand to what extent working with this triad – a foundational and, up until the seventeenth century, dogmatic aspect of architecture in general and of its aesthetics in particular – expresses a will not to break with the fundamental and defining aspects of what could be considered as architectural thought rooted in classical tradition: that which is governed by the will to follow the universal order in the work of art; building a microcosmos according to the macrocosmos; linking, in proportion to one another, the universe, man and architecture. The Modulor presents itself as a manifestation of that will, synthesizing these aspects while proposing itself as an instrument for interdisciplinary thought and practice in which the aforementioned aspects of classical thought are present, clearly and pronouncedly. Le Corbusier’s thought and work presents itself as a twentieth century memory of an ancient and ever present tradition conscious of its struggle for “humanity”. Resumen: Este artículo pretende estudiar el papel de la relación entre arquitectura, música y matemática en el pensamiento y la obra de Le Cobusier y su significado en su reinterpretación del pensamiento clásico. Intenta entender en qué medida con esta triada – aspecto fundacional y hasta el siglo XVII dogmático de la arquitectura, en general, y de su estética, en particular – Le Corbusier expresa su recusa por cortar el vínculo con los aspectos fundamentales y definidores de lo que puede considerarse un pensamiento de tradición clásica en arquitectura: aquel tutelado por la voluntad de seguir el orden universal en la obra de arte – construyendo un microcosmos según un macrocosmos – para así vincular, a través de la proporción, universo, Hombre y arquitectura. El Modulor se presenta como manifestación de esa voluntad, sintetizando estos aspectos y presentándose como un instrumento para un pensamiento y una práctica interdisciplinares en los cuales el pensamiento clásico se encuentra clara y marcadamente presente. El pensamiento de Le Corbusier, través su mirada hacia la relación arquitectura-música-matemática, se presenta, en el siglo XX, como una memoria de una antigua y siempre presente tradición, consciente de su busca por “humanidad”.  Keywords: Le Corbusier; Architecture, music and mathematics; classical thought; Modulor. Palabras clave: Le Corbusier; Arquitectura, música y mathematica; pensamiento clásico; Modulor. DOI: http://dx.doi.org/10.4995/LC2015.2015.791

The Canterbury Tales and the Arabic Frame Tradition

PMLA ◽  
1983 ◽  
Vol 98 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Katharine Slater Gittes
Keyword(s):  
Random Order ◽  
Canterbury Tales ◽  
Art Music ◽  
Arabic Literature ◽  
Confessio Amantis ◽  
Individual Unit ◽  
Music And Mathematics ◽  
And Mathematics ◽  
The Individual ◽  
The Canterbury Tales

The Canterbury Tales is the culmination of a frame tradition that originated and developed in Arabia, not in the West. The Arabic practice of enclosing tales within a frame may be explained by principles of organization peculiar to medieval Arabic literature, art, music, and mathematics: a preference for concreteness, a stress on autonomous elements, and a reliance on external organizing devices. Most Arabic literature emphasizes the individual unit; frames remain open-ended and inconclusive and rarely determine the subject or form of any included part. Although many Western characteristics are present in medieval European frame narratives like the Disciplina Clericalis, the Decameron, and the Confessio Amantis, those works, nonetheless, reveal themselves as continuations of the Arabic tradition. Even the Canterbury Tales, with all its subtle artistry, retains qualities typical of its Arabic ancestors, notably the controlling travelpilgrimage motif, the pointedly random order of tales, and the prominent authorial personality.

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education

2021 ◽  
pp. 33-54
Author(s):  
David Zamorano-Garcia ◽  
Paula Flores-Morcillo ◽  
María Isabel Gil-García ◽  
Miguel Ángel Aguilar-Jurado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
The Body ◽  
Childhood Education ◽  
Left Handed ◽  
And Mathematics ◽  
The Right ◽  
The Relationship ◽  
Shed Light

This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.

Music and mathematics

1945 ◽  
Vol 26 (1) ◽  
pp. 21-21
Author(s):  
G. Warrack
Keyword(s):  
Music And Mathematics ◽  
And Mathematics
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