Teaching Mathematics That Addresses Learners' Multiple Intelligences
Saved in:
| Title: | Teaching Mathematics That Addresses Learners' Multiple Intelligences |
|---|---|
| Language: | English |
| Authors: | Gouws, E., Dicker, A-M |
| Source: | Africa Education Review. 2011 8(3):568-587. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Mathematics Instruction, Multiple Intelligences, Teaching Methods, Foreign Countries, Constructivism (Learning) |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/18146627.2011.618721 |
| ISSN: | 1814-6627 |
| Abstract: | To meet the demands of our highly technological and globally competitive society, it is becoming increasingly important for all learners in South Africa to obtain skills and knowledge in mathematics. However, South Africa performed the worst of all the countries who participated in the Trends in International Mathematics and Science Study (TIMMS). Education in South Africa is now confronted with the dilemma of how to improve the mathematics performance of learners. One way of dealing with this dilemma is to apply Howard Gardner's Theory of Multiple Intelligences in the classroom. This intervention should contribute positively to the South African Government's Foundation for Learning Campaign. This article suggests specific ways in which teachers can incorporate the different intelligences in their teaching and learning activities in the mathematics classroom. Recommendations are made for the application of the Multiple Intelligences Theory in the mathematics classroom, and topics for future research are suggested. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2016 |
| Accession Number: | EJ1108973 |
| Database: | ERIC |
| Abstract: | To meet the demands of our highly technological and globally competitive society, it is becoming increasingly important for all learners in South Africa to obtain skills and knowledge in mathematics. However, South Africa performed the worst of all the countries who participated in the Trends in International Mathematics and Science Study (TIMMS). Education in South Africa is now confronted with the dilemma of how to improve the mathematics performance of learners. One way of dealing with this dilemma is to apply Howard Gardner's Theory of Multiple Intelligences in the classroom. This intervention should contribute positively to the South African Government's Foundation for Learning Campaign. This article suggests specific ways in which teachers can incorporate the different intelligences in their teaching and learning activities in the mathematics classroom. Recommendations are made for the application of the Multiple Intelligences Theory in the mathematics classroom, and topics for future research are suggested. |
|---|---|
| ISSN: | 1814-6627 |
| DOI: | 10.1080/18146627.2011.618721 |
