Multiple Intelligences Presentation09

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Mathematics and multiple intelligences:

Mathematics and multiple intelligences Robyn Piasente

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five The following is taken in part from the Scientix blog, Vasilescu, and has some ideas for approaches to use for Mathematics teaching and learning that caters for different types of Intelligences:linguistic intelligence: learning math through literature writing such as graphing stories, creating crosswords, wordclouds, dictionaries, spoken proofs, word problems, speaking avatars, Math poems, percentages. There is a huge range of children’s literature that can be adapted to many Mathematics concepts, for example, ‘The World is a Village: a book about the World’s People’, lends itself to percentages.logical intelligence: encrypting messages, creating/solving logical puzzles, sudoku, magic squares, mindmaps, treasure hunts, programming. The student’s who are dominant in this intelligence will generally be your class leaders in Mathematics, one way to challenge these students would be to pair them up with low students. This will benefit both students, the Highs by encouraging them to articulate theirthoughts in a way others can understand, and the lows will benefit from having concepts explained to them by their peer.visual/spatial intelligence: reading diagrams and maps, solving mazes and jigsaw puzzles, working with movies, pictures, videos, charts, graphs, diagrams, graphic organisers, art activities, doodling, microscopes, computer graphics software and demonstrations using models and props. Tap into your creative student’s side by introducing lessons including design and Maths, for example Livy, 2011, has a great lesson on designing and planning a new town.bodily-kinesthetic intelligence: touching, movement, improvisation, “hands-on” activities such as different types of constructions, using mime, teaching Maths through sports, string art, tangram. Units of measurement using parts of the body, getting outside to find angles,shapes and Mathematics equations.naturalistic intelligence: relate mathematical progressions to how plants grow, relate sets and Venn diagrams to types of flowers and how they share certain characteristics and not share others, point out mathematical influences in nature, such as Pi or the golden ratio, symmetry or the various geometrical patterns in natural formations or studying living organisms with a certain shape (a pentagon, for examplegrowing a “fractal garden”. Getting outside!musical/ rhythmical intelligence: teaching Math using music, making Maths podcasts, using embedded rhythm in Math activities. There are many Maths and music lesson ideas, as Maths naturally lends itself to Musicality, Mathz Rockz - an app that gets kids to sing rock anthems with times tables.interpersonal and intrapersonal intelligence: comparing learning outcomes from a cultural perspective, connect concepts to real life (for example explain how geometry helps create the building students live in), ask them to compare and contrast various ways of solving equations, orchestrating statistic studies about their colleagues’ interests or hobbies, taking interviews about prejudices regarding girls abilities in Math, describing something from a numerical point of view.

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five Taken from Livy, 2011.

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five http://literacynet.org/mi/assessment/findyourstrengths.html

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Title Text Body Level One Title Text Body Level Two Title Text Body Level Three Title Text Body Level Four Title Text Body Level Five Handout for Multiple Intelligences in MathematicsWebsite for MI Quiz for Teachers:http://literacynet.org/mi/assessment/findyourstrengths.htmlWebsites for MI Quiz for Students:http://www.lauracandler.com/free/misurveyhttp://www.lkdsb.net/program/elementary/intermediate/di/files/Multiple%20Intelligences%20Checklist.pdfReferences, Further reading and viewing:Gardner, Howard (1999), Intelligence Reframed: Multiple Intelligences for the 21st Century, Basic BooksGouws, E. & Dicker, A.M. (2011). Teaching mathematics that addresses learners’ multiple intelligences. Africa Education Review, Vol.8(3), p.568-587.Livy, S. (2011). Linking Fractions, Decimals and Percentages [online]. Prime Number, Vol. 26, No. 3, p. 12-13.Wares, A. (2013). An application of the theory of multiple intelligences in mathematics classrooms in the context of origami. International Journal of Mathematical Education in Science and Technology., Vol.44(1), p.122-131. West View Primary School - Teaching Maths using Multiple Intelligences. Running time: 3.44minshttps://youtu.be/NHPyuajz5ZU

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