Pre-Service Teachers’ Pedagogical Content Knowledge In Transferring From Basic Musical Notations To Basic Fractions

Abstract

We report on mixed methods research that explored pre-service teachers' pedagogical content knowledge in basic musical methods for teaching and learning of basic fractions within the framework of Vygotsky's Theory of Scaffolding. The exploratory quasi-experimental design was used to explore the preservice teachers' pedagogical content knowledge in music notations and fractions in pretest-posttest non-equivalent control group design. The findings showed evidence of preservice teachers successfully transitioning from basic musical methods to introductory fractions in providing realistic mathematics discourse in the classroom. As a result, we recommend approaches that build these synergies for efficient and effective classroom mathematics discourse.