Investigating common cognitive processes between music and mathematics in educational contexts: a systematic review of the literature

This article examines the scientific evidence on the intersection of music and mathematics in primary and secondary education, analyzing conceptual foundations such as methodologies and strategies, and demonstrating how their integration improves teaching and student development. A qualitative systematic review, following the PRISMA 2020 guidelines, analyzed 15 studies published between 1998 and 2024 in the Scopus, Web of Science, and EBSCO databases. These studies focused on the cognitive benefits of music education and pedagogical strategies for integrating mathematics learning. The findings present three themes: 1) the cognitive, neurobiological, and educational impact of music education on the mathematics learning process; 2) the relationship between musical skills and logical-mathematical reasoning; and 3) pedagogical proposals and school programs that connect music and mathematics. The results indicate that musical training enhances executive functions, such as working memory, attention, and self-regulation, while facilitating the understanding of abstract concepts through symbolization, rhythm, and pattern recognition. Furthermore, multisensory programs and innovative activities demonstrate that music improves students’ motivation and engagement. The evidence supports music as a valuable pedagogical resource that provides inclusive and meaningful learning experiences when integrated into the curriculum.