Elementary Students’ Perceptions of Mathematics When Multiple Intelligences Are Used in Mathematics Instruction

Abstract

This study explores whether student’s perceptions of mathematics change when multiple intelligences are utilized during the learning process. The project looks at seven domains of intelligence proposed by Howard Gardner including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. The active research was conducted over 11 days in a math class of 20 fifth grade students, 70% black, 15% white, and 15% Hispanic with mathematical abilities ranging from low to average. The students studied geometry in ways that implemented all seven domains. Data points included in the evaluation were: a pretest, a multiple intelligence survey, teacher notes on student interest and behavior, daily math-journal assignments, a post-test, student questionnaire on multiple intelligences, and a retake of the multiple intelligence survey. Conclusions drawn from the data note the pre-test average score of 66%, and the post-test average of 89%. Students showed interest in the journals, often writing that the journals were fun, and asking for the next journal question. The questionnaire showed that all but one student enjoyed learning math using multiple intelligences. Comparing the initial surveys to the final surveys showed that students’ self-perceptions had changed, and often students were able to improve upon their weaker intelligences.