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  1. 2 Didactica Mathematicae

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  1. 2 Matłosz B.

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  1. 1 2012

  2. 1 2010

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A multiple intelligence approach to teaching algebra

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Matłosz B.
Didactica Mathematicae
|
2010
|
tom 33
EN
Since Howard Gardner first introduced the theory of multiple intelligences, asserting that individuals vary in their response to learning according to their dominant intelligence type, his theory has been applied to the didactics of a wide range of subjects. Yet despite the theory's wide application, its role in the instruction of algebra has received little attention in the literature. This article discusses the responses of two students with different multiple intelligence types (i.e., interpersonal and visual/spatial) to a series of algebraic exercises presented in worksheet form. Based on their responses as well as one-to-one conferences with the teacher and students, it was found that adapting learning support to the individual's multiple intelligence type improved that individual's understanding of the subject. Since the theory of multiple intelligences relates to various scholastic subjects, it is suggested that algebra instructors may wish to collaborate with their colleagues who teach other subjects at their educational institution in order to meet students' needs.
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Teaching and learning the elements of arithmetic and algebra using the multiple intelligence theory*

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Matłosz B.
Didactica Mathematicae
|
2012
|
tom 34
EN
In this paper, the author analyzes her personal experiences in applying the theory of multiple intelligences to the teaching of algebra to below–average 14-year-old students. The research was intended to determine whether dominant intelligence type (as indicated by Gardner’s typology of multiple intelligences) influences the learning of mathematics. It was hypothesized that pairing didactic methods with dominant intelligence types would improve students’ mathematics learning. Two multiple intelligences tests were given to the students, supplemented by a questionnaire distributed to their parents and four assessments designed to identify mathematics learning success: a preliminary test, an ex post facto test, quizzes, and a student survey measuring self-efficacy and comprehension. The students showed improvement in the quizzes and ex post facto test over the course of the study. This result was particularly evident when the dominant intelligence type was linguistic. The author concludes that progress in mathematics education depends not only on students problem-solving predispositions in a given discipline, but also on how the teacher organizes the instruction and selects the mathematical tasks.
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