The Relationship Between Music Education and Mathematical Achievement

Authors

Rebekah L. Stuetz, Brigham Young University
Dr. Paul Broomhead, Brigham Young University

Keywords

music education, mathematical achievement, musical instruction, music lessons

College

Fine Arts and Communications

Department

Music

Abstract

In recent years, there has been an increasing interest in the extra-musical benefits of music education. In particular, the study of the relationship between musical instruction and mathematical achievement, or spatial-temporal reasoning, has received a great deal of publicity. This research, known as neuromusicology, has become a platform for the advocacy of a child’s right to receive a music education in the public school setting. However, there are many music educators who have justifiable reservations regarding this platform. There appear to be two inherent problems in using neuromusicology research as a basis for advocacy in music education: the misapplication and debatable soundness of the research, and the philosophical problem of basing the justification of music education on extra-musical benefits.1

Recommended Citation

Stuetz, Rebekah L. and Broomhead, Dr. Paul (2013) "The Relationship Between Music Education and Mathematical Achievement," Journal of Undergraduate Research: Vol. 2013: Iss. 1, Article 2260.
Available at: https://scholarsarchive.byu.edu/jur/vol2013/iss1/2260