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Teaching Mathematics That Addresses Learners' Multiple Intelligences

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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
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  Data: Teaching Mathematics That Addresses Learners' Multiple Intelligences
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  Data: <searchLink fieldCode="AR" term="%22Gouws%2C+E%2E%22">Gouws, E.</searchLink><br /><searchLink fieldCode="AR" term="%22Dicker%2C+A-M%22">Dicker, A-M</searchLink>
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  Data: 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
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  Data: 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.
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