This research aimed to understand how music is being used in mathematics classes by teachers at Escola Estadual Campos Brasil. Which was outlined by the following question: How can music be used in the classroom, in favor of learning mathematics content? We used a qualitative approach, with technical precepts of bibliographic review, bringing together historical and conceptual elements about the relationship between music and mathematics, analyzing methods, content and challenges faced by teachers when incorporating music. During the development of this research, we sought to explore the historical relationship between music and mathematics,
highlighting the role of music in basic education and analyzing its practical implementation in the school context. To collect data, we used a questionnaire and qualitative interviews, which are used to capture the perspectives of teachers and students. The results showed although the music was well received by the students, during mathematics classes, there were also personal challenges and differences of opinion, it was observed that music not only helps in understanding mathematical concepts, but also creates an engaging atmosphere and encourages active student
participation.
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