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The purpose of the study was to determine if mathematics-related music had any effect on mathematic fact fluency for third-grade students (N = 38) in the southeastern United States. Students were divided into control and treatment groups. The treatment group received mathematics-related music twice a week for 15 min. Results were determined using pre and posttest scores, student engagement checklist and student surveys. The intervention had a medium effect (d = 0.41) on Mathematic Computational Fluency scores for students receiving mathematics-related music. Mathematics-related music increased scores approximately 16%. Student engagement was significantly different when participating in mathematics-related music when compared to mathematics instruction. The students' attitudes survey revealed that students enjoy music activities and basic mathematics computation.
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