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Multiple Intelligences in Third Grade Mathematics

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dc.contributor.advisor LeCompte, Karon
dc.contributor.author Waters, Monica
dc.date.accessioned 2009-12-01T00:38:17Z
dc.date.available 2009-12-01T00:38:17Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/1803/3661
dc.description Teaching and Learning Department capstone project en_US
dc.description.abstract Today's American schools are in a constant battle. In the context of standardization and accountability, educators must attempt to produce measurable results on State-mandated tests, while at the same time educating the whole child. Standardized tests often focus on the skills needed for Language, Literacy, and Mathematics achievement. In 1983, Howard Gardner introduced the Theory of Multiple Intelligences in his book, Frames of Mind. Gardner (1983) purposed that human beings possess eight different capacities for processing information--eight different ways of being "smart". Gardner defined each "intelligence" as the capacity to solve problems or create products. While Gardner never intended for his theory to be a curriculum model, the idea of students being smart in different ways provides many implications for classroom practice. This paper investigates the implications of Howard Gardner's Theory of Multiple Intelligences in a third grade Mathematics classroom. An overview of the theory provides a brief definition and background information about each of the eight intelligences. Then, the paper applies the Theory of Multiple Intelligences to the teaching and learning of third grade Mathematics as prescribed by the National Council of Teachers of Mathematics (NCTM). The paper analyzes practical applications of the theory to learners and learning, learning environments, curriculum and instructional strategies, and assessment. Through a glance at schools actively using the Multiple Intelligences Theory, the paper analyzes the ways in which schools can individualize instruction and allow students to use their many intelligences in order to prepare students for their futures, both in and out of school. The research finds that educators can apply the Theory of Multiple Intelligences to the area of Assessment by allowing students to show evidence of learning in multiple ways, but that further research needs to occur in order to show the true effectiveness of the theory on classroom practice. en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject Multiple Intelligences en_US
dc.subject Mathematics en_US
dc.subject Elementary en_US
dc.subject Theory of Multiple Intelligences en_US
dc.subject.lcsh Mathematics -- Study and teaching (Elementary) en_US
dc.subject.lcsh Learning, Psychology of en_US
dc.subject.lcsh Gardner, Howard. Frames of mind : the theory of multiple intelligences en_US
dc.title Multiple Intelligences in Third Grade Mathematics en_US
dc.type Paper en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US


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