Multiple Intelligence in Maths

Multiple Intelligences (M.I)

How many intelligences do I explore with my lessons?

(Gardner 1993: xxiii) …there exists a multitude of intelligence, quite independent of each other; that each intelligence has its own strengths and constraints. I experiment with M.I in the classroom. I have created lessons or projects that entail use of multiple intelligences.

I have received some fantastic projects from each of the sections! Goose bumps rise on my flesh as I think of them. Some children ooze creativity. This is a great strategy for bringing fun in class, giving an expression to creativity, reinforcing concepts and generating enthusiasm in the children. And when the projects go up on the walls…the classroom is vibrant! It also makes math classes a space where full brain is actively in use, instead of the usual analytical side only.

Here are some examples:

Make A Magazine 

(Problem solving, Linguistics, Visual spatial, Intrapersonal, Logical mathematical) 

The students are required to create a magazine for sale. They take any topic (fractions, percentage etc) among the ones finished during a term and elucidate it in the magazine. The magazine must contain explanations, applications, pictures, examples and any other information. They also find out the cost of producing the whole magazine and the price to be put if they were to sell it at a percentage profit. The magazine could be in print or soft copy

Designing A Logo 

 (Visual spatial, Linguistics, Intrapersonal, Logical mathematical)

Design a logo representing “My Life as I see it”. Justify your logo. Why do you think it represents you?

It should have minimum 2 lines of symmetry and rotation symmetry of order 2

Blew me off when I saw this!

 Music

(Musical, Interpersonal, Musical, Intrapersonal, Logical mathematical, Linguistic)

Pick up a short poem that explains a concept or a rule. You can get enough from the net or the students could make one! Divide the class in groups. Let each group set the poem to music and present it to class. Following the presentation each group has to answer few problems based on the rule, to ensure that it is reinforced. Next time a student needed to remember the rule, he hummed to himself the song and continued the test!

Art 

(Visual, Mathematical, Interpersonal, Logical mathematical)

Create a composition that uses at least 5 different shapes, has1 line of symmetry on the full A4 page. Colour it/shade it to make an artistic presentation

 Drama  

(Kinesthetic, Linguistic, Logical mathematical, Musical, Interpersonal)

Give the students a short story related to math. An anecdote from the life of a mathematician, story form of a math problem or a logical problem. Each group converts the story to a script and enacts it as a drama. They can add music if they wish!

Yes, intuition, movement, color, mystery, feeling, estimation, touch and rhythm all have a place in math learning!  (Mark Wahl)