Teacher, is the Class Music or Math?

Abstract

This work presents and discusses, in the light of the Theory of Records of Semiotic Representation, the results of a research whose objective was to analyze the strategies used by a group of students when working with fractions in the study of music theory. The qualitative research included the participation of a group of students from the music theory discipline of a music school located in Santa Vitória - Triângulo Mineiro. The results show that, although the students presented difficulties in keeping the times and, consequently, in identifying the Music described in the music score, the articulation of the different representations and the transformation of representation records made them understand the musical and mathematical concepts involved, which allowed them to perceive the close relationship between Music and Mathematics and not to distinguish what was Music and what was Mathematics at the time of the activities.