Musiikki matematiikan opetuksessa iranilaisissa alakouluissa : opettajien taustan ja asenteiden rooli

Abstract: Objectives: This study examined how Iranian primary school teachers use music in mathematics teaching and whether teachers’ musical background, attitudes, and competence are related to their use of music in mathematics classrooms, grounded in interdisciplinary education and arts integration research. Methods: The study was conducted using a quantitative survey and data were collected from 58 Iranian primary school teachers through a questionnaire that included via social media and teacher communities. The data were analysed using descriptive statistics, cross-tabulation, Pearson correlation, and one-way analysis of variance (ANOVA). Results and conclusions: The findings showed that music use in mathematics teaching among these teachers was relatively limited. The most common forms of music use were rhythm combined with poetry, while a considerable number of teachers reported only occasional use or no use at all. The results further suggested that teachers with some musical background, tended to report slightly greater use of music in mathematics teaching than teachers without such experience. Keywords: music in mathematics education, interdisciplinary education, arts integration, teacher competence, teacher attitude, Iranian primary school teachers