Music composing is associated with various positive learning outcomes, but in several countries, such as Finland, it is not part of the primary school music curriculum. There are several issues as to why music composing is not taught at schools, such as beliefs that composing requires extensive knowledge of music theory, lack of teachers’ confidence, lack of evidence on the method’s effectiveness and difficulty of assessment. Composing software has the potential of solving some of these issues, as they are connected to mathematics via music theory and technology, and with practical opportunities arising from adopting phenomenon-based learning at schools, the affordances of music composing technologies for learning mathematics are investigated in this study. For this purpose, 57 music composing software were categorised and reviewed. Our analysis identified eight types of music visualisations and five types of note input methods. The music visualisations were compared to the mathematics content in the Finnish primary school curriculum and the note input methods were evaluated based on their relationship to the music visualisations. The coordinate grid-based piano roll was the most common visualisation and the tracker visualisation had the most affordances for learning primary school math. Music composing software were found to have affordances for teaching mathematical concepts, notations and basic calculus skills, among others. Composing methods involving direct interaction with visualisations support the experiential learning of music theory, and consequently, the learning of mathematics. Based on the findings of this study, we concluded that music composing is a promising activity through which mathematics and music theory can be learned at primary schools.

中文翻译：

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用于小学学习数学的音乐创作软件的功能

音乐创作与各种积极的学习成果相关联，但是在一些国家（例如芬兰），它并不属于小学音乐课程的一部分。关于为什么在学校不教授音乐创作有几个问题，例如认为音乐创作需要广泛的音乐理论知识，缺乏教师的自信心，缺乏关于该方法的有效性和评估难度的证据。合成软件具有解决其中一些问题的潜力，因为它们通过音乐理论和技术与数学联系在一起，并且由于学校采用基于现象的学习而产生了实践机会，因此研究了音乐合成技术在数学学习中的作用。这项研究。为此，对57种音乐创作软件进行了分类和审查。我们的分析确定了八种类型的音乐可视化效果和五种类型的音符输入方法。将音乐视觉效果与芬兰小学课程中的数学内容进行比较，并根据音符输入方法与音乐视觉效果的关系来评估音符输入方法。基于坐标网格的钢琴卷是最常见的可视化，而跟踪器可视化在学习小学数学方面的能力最多。人们发现音乐创作软件具有教授数学概念，符号和基本演算技能的能力。涉及与可视化直接交互的合成方法支持音乐理论的经验学习，因此也支持数学的学习。根据这项研究的结果，