文章大意:本文为一篇议论文。数学和音乐属于两个完全不同的研究领域,但是两者间有着很强的相关性,数学引导人们理解音乐,而小时候学音乐也可能使人今后在数学方面取得成就。
Math and music are two entirely different fields of study, but there is a strong relevance between them. At some point, they tend to overlap, and it is common for people good at math to be good at music. It may seem illogical to compare the two, but there are more similarities between math and music than you would imagine.
Numbers can tell us more about music. Sounds strange but it’s true. Music is divided into sections that are called measures, where each measure has equal amounts of beats. This is comparable to mathematical divisions of time. Now, each piece of music will tell us how many beats there are in each measure. All the music notes have numerical connections and a number of beats. It is important to understand the value of fractions (分数) and notes to count the music correctly.
The biggest similarity between math and music in pattern. For example, music has repeating choruses while math uses patterns to explain the unknown. You can use different mathematical phenomena in music. These include geometry (几何学), signal processing, etc. In fact, research has shown that when music shows some mathematical structure, it tends to be more popular.
In addition to their shared elements, math and music can be taught using the principles of both. A student who enjoys math and music can benefit from both. For example, music can enhance cognition and reasoning skills. For instance, Einstein listened to music when solving math problems to increase clarity. Similarly, playing music can improve cognition, as it increases communication between the two brains.
Music is a gateway to many things, and until now, you probably didn’t realize that it’s just as demanding, analytical, logical and scientific as math. Something as simple as learning “Mary Had a Little Lamb” on the piano is actually setting your child up for bigger and better things; maybe they’ll pick up Pythagoras (毕达哥拉斯) in a flash, maybe they’ll be a genius in math, perhaps they’ll one day discover their own theory of relativity.
12. What does the author think about math and music?
A.Math and music are deeply intertwined. |
B.Music is a totally different subject from math. |
C.It sounds reasonable to compare math and music. |
D.People expert at math all tend to be music lovers. |
13. What’s mainly about the paragraph 2?
A.Measure is a piece of music. | B.Math helps in reading music. |
C.Music sound appears strange. | D.Music beats equal to math numbers. |
14. What statement will the author probably agree with?
A.Patterns are common in both math and music. |
B.Certain music skills are practised via choruses. |
C.Music principle seems easier than mathematics. |
D.Reasoning skills in math chiefly rely on music. |
15. What message does the last paragraph convey?
A.Musical involvement promotes to be a genius. |
B.Music allows kids to combine math with piano. |
C.Music offers kids potential success in mathematics. |
D.Music may enhance the mathematics skills of all kids. |