Publication: El impacto de los estudios musicales en la competencia matemática: el papel de la creatividad matemática
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Date
2025-09-22
Authors
García García, Jorge
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Nortes Martínez-Artero, Rosa María ; Olivares Carrillo, Pilar
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
Esta investigación tiene como objetivo analizar la relación entre la formación musical y la competencia matemática en estudiantes de Educación Secundaria Obligatoria, con especial atención al papel que desempeña la creatividad matemática en dicha relación. Esta línea de estudio surgió a partir de la experiencia docente, al observar que aquellos alumnos que combinaban sus estudios académicos con formación musical tendían a obtener mejores resultados escolares. Ante este fenómeno, y tras una revisión bibliográfica que mostraba resultados dispares, se plantearon dos objetivos principales: por un lado, determinar si la formación musical influye en la competencia matemática, teniendo en cuenta variables como el contexto socioeconómico, la actitud hacia las matemáticas y la participación en otras actividades extraescolares; y por otro, analizar el papel de la creatividad matemática como posible variable mediadora o explicativa, explorando su relación tanto con la formación musical como con el rendimiento académico general.
Para dar respuesta a estos objetivos, se diseñó una investigación cuantitativa con una muestra de 269 estudiantes de 3.º de ESO, de los cuales 71 formaban parte de un programa educativo que integraba enseñanza musical reglada. La recogida de datos incluyó pruebas estandarizadas de competencia matemática y creatividad matemática, así como cuestionarios destinados a recopilar información sobre el nivel socioeconómico y cultural del alumnado, su formación musical, sus actividades extraescolares y su actitud hacia las matemáticas. A nivel analítico, se aplicaron técnicas estadísticas que permitieron controlar el efecto de variables externas como el entorno socioeconómico, diferenciando los efectos específicos de la formación musical respecto a otros factores.
Los resultados muestran que los estudiantes con formación musical obtuvieron puntuaciones significativamente más altas en competencia matemática que aquellos que no recibían dicha formación, incluso tras controlar el nivel socioeconómico. Esta diferencia no se replicó en el caso de otras actividades extraescolares, como idiomas o disciplinas artísticas no musicales, lo que refuerza la hipótesis de un efecto específico de la educación musical sobre el rendimiento en matemáticas. Además, aunque los músicos mostraban un nivel algo superior de ansiedad hacia la asignatura, manifestaban una actitud más positiva, lo cual podría influir en su desempeño académico.
En relación con la creatividad matemática, se constató una notable variabilidad entre los estudiantes, pero aquellos con formación musical destacaron con puntuaciones significativamente más elevadas. La correlación entre competencia matemática y creatividad matemática fue moderada y positiva, aunque se identificaron casos de disociación entre ambas dimensiones, lo que apunta a perfiles de alumnado con alto potencial creativo no necesariamente reflejado en su rendimiento académico. Este hallazgo sugiere la necesidad de replantear los mecanismos de evaluación e identificación del talento en el aula. Además, al controlar los niveles de competencia matemática, los estudiantes músicos continuaron mostrando una ventaja clara en creatividad matemática, lo que sugiere que la formación musical podría estimular procesos de pensamiento divergente y capacidades asociadas a la innovación y la resolución creativa de problemas.
En conclusión, los resultados de este estudio evidencian que la formación musical puede actuar como un factor potenciador tanto del rendimiento matemático como de la creatividad en esta disciplina. Estos hallazgos abren nuevas vías de reflexión sobre el valor educativo de la música y subrayan la importancia de fomentar enfoques interdisciplinares que integren la formación musical en el desarrollo integral del alumnado. Asimismo, la creatividad matemática emerge como una herramienta útil para interpretar las diferencias individuales en el rendimiento académico y para detectar perfiles de alta capacidad que podrían pasar desapercibidos en evaluaciones tradicionales. La investigación, por tanto, refuerza la necesidad de diseñar propuestas educativas más inclusivas, que reconozcan la diversidad de talentos y el impacto positivo de la formación musical en el ámbito escolar
This research aims to analyse the relationship between musical training and mathematical competence in students of lower secondary education, with particular emphasis on the role played by mathematical creativity in this connection. The study emerged from teaching experience, having observed that students who combined their academic studies with musical training tended to achieve better academic results. In response to this phenomenon, and following a literature review that revealed conflicting findings, two main objectives were established: on the one hand, to determine whether musical training influences mathematical competence, taking into account variables such as socioeconomic background, attitude towards mathematics, and participation in other extracurricular activities; and on the other, to examine the role of mathematical creativity as a possible mediating or explanatory variable, exploring its relationship with both musical training and general academic performance. To address these objectives, a quantitative study was designed involving a sample of 269 students in the third year of compulsory secondary education (equivalent to Year 9), 71 of whom were enrolled in an integrated curriculum programme that included formal musical instruction. Data collection involved standardised tests in mathematical competence and mathematical creativity, as well as questionnaires aimed at gathering information about students' socioeconomic and cultural backgrounds, musical education, extracurricular activities, and attitudes towards mathematics. Statistically, techniques were applied to control for the effect of external variables such as socioeconomic status, thereby isolating the specific impact of musical training. The results indicate that students with musical training scored significantly higher in mathematical competence than those without such training, even after controlling for socioeconomic level. This difference was not observed in relation to other extracurricular activities, such as language learning or non-musical arts, which reinforces the hypothesis of a specific effect of musical education on mathematical performance. Additionally, although students involved in music reported slightly higher levels of anxiety towards mathematics, they also expressed a more positive attitude towards the subject, which may contribute to their better performance. Regarding mathematical creativity, there was considerable variability among students, but those with musical training obtained significantly higher scores. A moderate and positive correlation was found between mathematical competence and creativity, although certain cases showed a mismatch between the two variables. These instances point to student profiles with high creative potential not necessarily reflected in their academic achievement. This finding highlights the need to reconsider current evaluation mechanisms and how talent is identified in the classroom. Furthermore, when controlling for levels of mathematical competence, musically trained students still showed a clear advantage in mathematical creativity, suggesting that musical education may stimulate divergent thinking and capacities associated with innovation and creative problem-solving. In conclusion, the findings of this study suggest that musical training may act as a catalyst for both mathematical performance and creativity in this field. These results open new avenues for reflection on the educational value of music and underscore the importance of promoting interdisciplinary approaches that integrate musical education into the overall development of students. Mathematical creativity, in this context, emerges as a valuable tool for understanding individual differences in academic achievement and for identifying high-potential profiles that may go unnoticed through traditional assessment methods. This research therefore supports the need to design more inclusive educational proposals that recognise the diversity of students’ talents and the positive impact of musical training within the school environment.
This research aims to analyse the relationship between musical training and mathematical competence in students of lower secondary education, with particular emphasis on the role played by mathematical creativity in this connection. The study emerged from teaching experience, having observed that students who combined their academic studies with musical training tended to achieve better academic results. In response to this phenomenon, and following a literature review that revealed conflicting findings, two main objectives were established: on the one hand, to determine whether musical training influences mathematical competence, taking into account variables such as socioeconomic background, attitude towards mathematics, and participation in other extracurricular activities; and on the other, to examine the role of mathematical creativity as a possible mediating or explanatory variable, exploring its relationship with both musical training and general academic performance. To address these objectives, a quantitative study was designed involving a sample of 269 students in the third year of compulsory secondary education (equivalent to Year 9), 71 of whom were enrolled in an integrated curriculum programme that included formal musical instruction. Data collection involved standardised tests in mathematical competence and mathematical creativity, as well as questionnaires aimed at gathering information about students' socioeconomic and cultural backgrounds, musical education, extracurricular activities, and attitudes towards mathematics. Statistically, techniques were applied to control for the effect of external variables such as socioeconomic status, thereby isolating the specific impact of musical training. The results indicate that students with musical training scored significantly higher in mathematical competence than those without such training, even after controlling for socioeconomic level. This difference was not observed in relation to other extracurricular activities, such as language learning or non-musical arts, which reinforces the hypothesis of a specific effect of musical education on mathematical performance. Additionally, although students involved in music reported slightly higher levels of anxiety towards mathematics, they also expressed a more positive attitude towards the subject, which may contribute to their better performance. Regarding mathematical creativity, there was considerable variability among students, but those with musical training obtained significantly higher scores. A moderate and positive correlation was found between mathematical competence and creativity, although certain cases showed a mismatch between the two variables. These instances point to student profiles with high creative potential not necessarily reflected in their academic achievement. This finding highlights the need to reconsider current evaluation mechanisms and how talent is identified in the classroom. Furthermore, when controlling for levels of mathematical competence, musically trained students still showed a clear advantage in mathematical creativity, suggesting that musical education may stimulate divergent thinking and capacities associated with innovation and creative problem-solving. In conclusion, the findings of this study suggest that musical training may act as a catalyst for both mathematical performance and creativity in this field. These results open new avenues for reflection on the educational value of music and underscore the importance of promoting interdisciplinary approaches that integrate musical education into the overall development of students. Mathematical creativity, in this context, emerges as a valuable tool for understanding individual differences in academic achievement and for identifying high-potential profiles that may go unnoticed through traditional assessment methods. This research therefore supports the need to design more inclusive educational proposals that recognise the diversity of students’ talents and the positive impact of musical training within the school environment.
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