Jin Tian

This paper explores primary school music notation teaching from the interdisciplinary perspective of “music-mathematics.” The purpose is to examine how mathematical thinking can help students understand rhythm, pitch, musical structure, and related concepts. Through theoretical analysis and discussion of teaching practice, the study finds that mathematical concepts such as counting, fractions, proportion, sequence, and spatial relationships can make abstract musical scores easier for students to understand. The research concludes that the integration of music and mathematics can not only improve students’ ability to read musical notation, but also enhance classroom participation and promote the coordinated development of artistic perception and logical thinking ability.

integration of music and mathematics; primary school music education; music notation teaching; interdisciplinary teaching; cultivation of musical literacy

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