Teaching and learning the elements of arithmetic and algebra using the multiple intelligence theory*

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.