Using Multiple Intelligence Theory In The Mathematics Classroom

Gardner’s theory of Multiple Intelligences (MI ) states that people learn through a combination of eight intelligences rather than one intelligence as was originally believed. Furthermore, each person has several dominant intelligences through which he/she learns better and more quickly. Two applications which use multiple intelligences in teaching concepts in college level mathematics courses are described. Anecdotal evidence suggests that students have better longterm comprehension when multiple intelligence theory is used in the presentation of concepts. Finally, the need for formal assessment of the outcome of using MI theory is discussed. Introduction The purpose of this paper is to introduce the theory of multiple intelligences and show how it can be used in the classroom. The authors had been using learning style theories in developing applications in the mathematics and physics classrooms in an effort to maximize the outcome for students with very diverse backgrounds and natural abilities. Teaching an extremely heterogeneous group of students presents this challenge. How does one impact the long-term comprehension of concepts in a classroom where the students’ natural abilities are so varied? It became clear that multiple intelligence theory, developed by Howard Gardner, provided a definitive, yet broad framework for developing curricula which could be used to better service this group of students. Using MI theory, we have experimented with a number of presentations techniques in the classroom. Two examples, physical models of mathematical concepts and visual models of algebraic concepts are presented in this paper. Initial student reactions have been positive and indicate increased comprehension as a result of using these techniques. The historical background of how MI theory evolved as an educational philosophy will be described. Each of the eight types of intelligences are explained and two applications of how MI theory has been used in the mathematics classroom are presented. The results of using MI theory and suggestions for using this theory in developing curriculum are discussed throughout the paper. Multiple Intelligences According to Multiple Intelligence (MI) theory, individuals possess a set of eight intellectual competencies by which they learn, as opposed to one general intelligence. The eight P ge 276.1 intelligences are verbal/linguistic, logical/mathematical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. In any given individual some of these intelligences may be stronger than others. In a classroom, the areas of strengths are different for each student. Therefore, the goal of helping a diverse group of students reach their maximum learning potential presents two major challenges to the instructor. First, it is imperative to identify one’s own dominant intelligence areas and to realize that not all students in a class possess those same strengths. The second challenge is to develop classroom presentations which use a variety of techniques that are compatible with the students’ individual intellectual competencies. This is critical for optimal learning. Historical Background The history of intelligence testing started in 1904 when the Minister of Public Instruction in Paris asked French psychologist Alfred Binet and his colleagues to develop a means of determining which primary school students were at risk for failure . The first “IQ” test was developed and similar tests are still in use today. These tests assess mathematical, logical, and word usage skills to determine intelligence. It wasn’t until 1983 that Howard Gardner, a Harvard psychologist, challenged the concept of a single measure of intelligence. He proposed a broader definition of intelligence which included the existence of at least seven basic intelligences, all of which would focus on the capacity for problem solving and fashioning products in a context-rich and naturalistic setting. MI theory was very controversial in the psychology arena; however it attracted considerable attention from the educational community. Eight Multiple Intelligences Gardner currently uses eight basic intelligences to define the broad range of abilities that humans possess in a pragmatic manner. A description of each of the intelligences and examples of people who exemplify each intelligence are presented here as background for the application of the MI theory. The descriptions and examples of people are taken largely from two of Howard Gardner’s book, Frames of Mind, The Theory of Multiple Intelligences [2] and Multiple Intelligences, The Theory in Practice [3] , in conjunction with Thomas Armstrong’s book, Multiple Intelligences In The Classroom [1] . References to how the intelligences are used, or could be used in the mathematics classroom are from the authors’ personal experiences. 1. Verbal/Linguistic Intelligence: x the ability to use language to convince other individuals of a course of action, x the capacity to use mnemonics to help one remember information, x the ability to use oral and written language in explanations, and x the ability to use language to analyze how language works. This intelligence is personified by poet T.S. Elliot. Every word in his poetry is analyzed for purpose, clarity, and consistency. P ge 276.2 Verbal intelligence is probably the intelligence which is most widely used in the traditional lecture format. This makes a very big assumption about the type of intelligence of the students in our classes. 2. Logical/Mathematical Intelligence: x sensitivity to logical patterns and relationships, statements and propositions ( if-then, cause-effect), functions, and other related abstractions, and x the ability to skillfully handle long chains of reasoning. Mathematical intelligence is personified by scientists, such as Barbara McClintock who won the Nobel Prize in medicine for her work in microbiology in 1983. The gifted scientist works with many variables and hypotheses at once and rapidly evaluates, accepts or rejects, and makes conclusions, often constructing a solution to a problem before it is articulated. In other words, it is non-verbal and non-visual. Strong mathematical intelligence is often assumed in the engineering, mathematics, and physics classroom and lectures are based on this strength. Realize that this is not the only intelligence that we could utilize to enhance students long-term comprehension of concepts. 3. Visual/Spatial Intelligence: x the ability to perceive the visual-spatial world accurately and to perform transformations upon those perceptions, x sensitivity to color, line, shape, form, space, and the relationships that exist between these elements, and x the capacity to visualize, to graphically represent visual or spatial ideas, and to orient oneself in the spatial matrix. Visual intelligence can be seen in the works of artists, architects, engineers, hunters, and interior decorators, among others. Lectures which rely on one’s ability to transform figures in one’s mind, which have been drawn on the board, require the use of visual intelligence. 4. Bodily-Kinesthetic Intelligence: x the ability to use one’s body in highly differentiated and skilled ways, x expertise in using one’s body to express ideas and feelings, x the facility of using one’s hands to produce or transform things, and x the capacity to work skillfully with objects, using both fine motor movements and gross motor movements of the body. An extraordinary mime performance by the French artist Marcel Marceau or the performance of amazing physical feats by Michael Jordan exemplify the use of bodily intelligence. While this intelligence is often not used in the classroom, there is the potential to describe mathematical and P ge 276.3 physical concepts using bodily intelligence. Dance, for example, can be used to mimic mathematical patterns or trends in a function. Physically creating an object described by an equation uses this intelligence. 5. Musical Intelligence: x the capacity to perceive, discriminate, transform, and express musical forms, and x sensitivity to rhythm, pitch or melody, and timbre or tone color of a musical piece. Musical intelligence is exemplified by any number of composers, such as Aaron Copland whose perspective is both global/intuitive and analytical/technical. Igor Stravinsky points out that “composing is doing, not thinking; it is accomplished naturally”. Musical intelligence is often overlooked in the traditional classroom. However, this intelligence can be used constructively to interpret some mathematical and physical concepts. Students, in our classes and those of our colleagues, with strong musical intelligence have used analogies to musical concepts to describe mathematical concepts when they were prompted to think in this manner. 6. Interpersonal Intelligence: x the ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people, x sensitivity to facial expressions, voice, and gestures, x the capacity for discriminating among many different kinds of interpersonal cues, and x the ability to respond effectively to those cues in a pragmatic way. Highly developed interpersonal intelligence can be seen in political and religious leaders such as Mahatma Gandhi and in skilled parents, educators, and counselors. Applying MI theory in the classroom, in fact, requires using interpersonal intelligence to determine how to best relate to a broad spectrum of student intelligences. The student with strong interpersonal intelligence generally needs to connect the information or concept being taught with something having to do with people. 7. Intrapersonal Intelligence: x the ability to act based on selfknowledge, x sensitivity to one’s strengths and weaknesses, inner moods, intentions, motivations, temperaments, and desires, and x the capacity for self-discipline, self-understanding, and self-esteem. Intrapersonal intelligence c