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全国100所名役高与Bthouhamor beepd and helese fear or aety they have about mathsTo find out more,Tucher Dr Ayca Akin,from the Department of SoftwarenerAntalya Blekversit arhed ncademie databaseso research on the topicbShe thend the oftuie romhe0yooplmindergreveuentsto come up with an answer.Students ookh testefr nd er taking part in the nterventio nd the changein theirrsdith that ofyonrho didn't take pat intervetioandThe use of music,whether in separate lessras part of maths classes,was associated withgreater improvement in maths over time The integrated esso had the biggest effect,witharound 73%of students who had integrated lessons doing significantly better than youngsterswho didn't have any type of musical intervention.Some 69%of students who learned how toneplay instruments and 58%of students who had normal music lessons improved more thanpupils with no musical intervention.The results also indicate that music helps more with learning arithmetic (than othertypes of maths and has a bigger impact on younger pupils and those learning more basicmathematical concepts.Dr Akin points out that maths and music have much in common,suchas the use of symmetry symbols.Both subjects also require abstract thought and quantitativereasoning.Limitations of the analysis include the relatively small number of studies available forinclusion.This meant it wasn't possible to look at the effect of factors such as gender,socoecoom status and length of musical instruction on the results.Dr Akin adds,Eouraing mathematics and music teachers toplanessos togethercouelpetabout mthematics,while also boosting achievemet4.Howdid Dr Akinoduct e resear?A.By launching a questionnaire one.B.By creating a data model.C.By analyzing data worldwide.D.By surveying university students.0、英语卷（一人第3页共12页）【24·(新高考)CCJ·英语·SD】