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Multiple Intelligences Represented in Fourth Grade Curriculum

Year 2018, Volume: 5 Issue: 2, 78 - 93, 01.10.2018

Abstract

In this study, the 4th grade Texas Everyday Mathematics teacher guide (2a) curriculum was focused on to investigate how many multiple intelligences were represented in the 4th grade curriculum. Six intelligence were the focus: visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Verballinguistic, mathematics-logical, and existential intelligences were not the focus. To investigate the 4th grade teacher’s guide Texas Everyday Mathematics curriculum Multiple Intelligences Theory checklist (created by the researcher) and Multiple Intelligences Theory chart (created by the researcher based on literature) were used. The researcher read the entire lesson, sentence by sentence, and coded any occurrence of multiple intelligences within each section heading. For each sentence, the researcher considered whether multiple intelligences were present, and, if present, the researcher used the curriculum Multiple Intelligences Theory reference chart to identify the type of multiple intelligences. To check the reliability of this study, two experts, - other than the researcher, assessed the presence and category of multiple intelligences in the curriculum. All coding questions were discussed between researcher and raters until reaching consensus. According to the findings, visualspatial, bodily-kinesthetic, interpersonal and intrapersonal intelligences were represented in the Texas Everyday Mathematics fractions unit which is a good example of represented Multiple Intelligences Theory activities

References

  • Adams, T. L. (Winter, 2000/2001). Helping children learn mathematics through multiple intelligences and standards for school mathematics. Childhood Education, 77(2), 86–92.
  • Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, VA: ASCD Press.
  • Armstrong, T. (n.d). Multiple intelligences. http://www.institute4learning.com/resources/articles/multiple-intelligences/
  • Baum, S., Viens, J., & Slatin, B. (2005). Multiple intelligences in the elementary classroom. New York, NY: Teacher College Press.
  • Bednar, J., Coughlin, J., Evans, E., & Sievers, T. (2002). Improving student motivation and achievement in mathematics through teaching to the multiple intelligences. Retrieved from http://eric.ed.gov/PDFS/ED466408.pdf
  • Bell, M., Bretzlauf, J., Dillard, A., Hartfield, R., Isaacs, A., McBride, J., . . . Saecker, P. (2008a). Texas everyday mathematics: The University of Chicago school mathematics project (teacher lesson guide volume 1a). Chicago, IL: Wright Group/MCGraw-Hill.
  • Bell, M., Bretzlauf, J., Dillard, A., Hartfield, R., Isaacs, A., McBride, J., . . . Saecker, P. (2008b). Texas everyday mathematics: The University of Chicago school mathematics project (teacher lesson guide volume 2a). Chicago, IL: Wright Group/MCGraw-Hill.
  • Buher, G. (n.d.). Math for multiple intelligences. Retrieved from http://www.learnnc.org/lp/pages/651
  • Campbell, L., & Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching and learning through multiple intelligences. Needham Heights, MA: Simon & Schuster Company.
  • Center for Elementary Mathematics and Science Education. (n.d). Everyday Mathematics Resource and Information Center, The University of Chicago. Retrieved from http://everydaymath.uchicago.edu/
  • Cramer, K. A., Post, R. T., & delMas, R. C. (March, 2002). Initial fraction learning by fourth- and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33(2), 111–144.
  • Cramer, K., & Wyberg, T. (2009). Efficacy of different concrete models for teaching the part-whole construct for fractions. Mathematical Thinking and Learning, 11, 226–257. doi:10.1080/10986060903246479
  • Dannenhoffer, J. V., & Radin, R., J. (n.d.). Using multiple intelligence theory in the mathematics classroom. Ward College of Technology at the University of Hartford. Retrieved from http://mae.nmsu.edu/~aseemath/1265_97_2.PDF
  • Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
  • Douglas, O., Burton, K. S., & Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eight grade math students. Journal of Instructional Psychology, 35(2), 182–187.
  • Duval, J., & Mark, N. (1994, March). The Pawlet Project: Applications of Howard Gardner`s multiple intelligence theory in a rural Vermont elementary school. Paper represented at the Annual Meeting of the Association for Supervision and Curriculum http://www.eric.ed.gov/PDFS/ED383479.pdf Chicago, IL. Retrieved from
  • Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65–72.
  • Family Education Network (n.d.). Multiple intelligences chart. Retrieved from http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html
  • Fisher, J. (2004). Parents reinforce math skills through the multiple intelligences and help http://www.whatsfordinner.net/articles/article-Math-Multiple-Intelligences.html children learn. Retrieved from
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basic Books.
  • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
  • Gardner, H. (2006). Multiple intelligences: New horizons. NY: Basic Books.
  • Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Retrieved from http://nces.ed.gov/timss/results07.asp
  • Hlebowitsh, P. S. (2005). Designing the school curriculum. Boston, MA: Pearson.
  • Isik, D., & Tarim, K. (2009). The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students` mathematics achievement. Education Research Institute, Seoul National University, 10, 465– 474. doi: 10.1007/s12564-009-9049-5.
  • Johnson, B., & Christensen, L. (2008). Educational research: quantitative, qualitative, and mixed approaches. California, LA: Sage Publications.
  • Koroglu, H., & Yesildere, S. (2004). Ilkogretim yedinci sinif matematik dersi tamsayilar unitesinde coklu zeka teorisi tabanli ogretimin ogrenci basarisina etkisi [Learner achievement effect of the multiple intelligences theory based teaching in the unit of whole numbers at the primary education seventh grade mathematics course]. Gazi Egitim Fakultesi Dergisi, 24(2), 25–41.
  • Lin, C., Y. (2010). Web-based instruction on preservice teachers' knowledge of fraction operations. School Science Mathematics, 110(2), 50–70.
  • McGraw-Hill Companies (n.d.). Everyday mathematics-students’ achievement studies. Retrieved http://www.everydaymathsuccess.com/pdf/StudentAchievementStudy_vol6.pdf from
  • McGraw-Hill Group (n.d.). Everyday mathematics: How everyday mathematics differentiates instruction to meet the needs of all students. Retrieved from http://www.everydaymathsuccess.com/pdf/EM_DifferentiatedInstruction.pdf
  • Munro, J. (1994, January). Multiple intelligences and mathematics teaching. Paper represented at Annual Conference of Australian Remedial Mathematics Education Association. Retrieved from http://www.eric.ed.gov/PDFS/ED372927.pdf
  • National Center for Education Statistics (2018). Digest of Educational Statistics. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_222.50.asp
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author. Retrieved from www.nctm.org
  • National Council of Teachers of Mathematics (2009). Guiding principles for mathematics http://www.nctm.org/standards/content.aspx?id=23273 and assessment.
  • OECD Programme for International Students Assessments (2015). What students know and can do: Student performance in reading, mathematics, and science. Retrieved from http://www.pisa.oecd.org/dataoecd/54/12/46643496.pdf
  • OECD Programme for International Students Assessments (n.d). What PISA is. Retrieved from http://www.pisa.oecd.org/pages/0,3417,en_32252351_32235907_1_1_1_1_1,00.html
  • Ozdemir, P., Guneysu, S., & Tekkaya, C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(2), 74–78.
  • Razmjoo, S. A. (September 2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8(2), 155–174.
  • Reimer, K., & Moyer, P. (2005). Third-graders learn about fractions using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching, 24, 5–25.
  • Saricaoglu, A., & Arikan, A. (2009). Zeka turleri, ogrencilerin yabanci dil basarilari ve secilmis degiskenler uzerine bir calisma [A study of multiple intelligences, foreign language success and some selected variables]. Journal of Theory and Practice in Education, 5(2), 110–122.
  • Sarmusak, D. (2010, May). Sinif ogretmenlerinin coklu zeka kurami ile ilgili yanilgilari [Misunderstood of multiple intelligences from elementary education teachers]. 9th Ulusal Sinif Ogretmenligi Egitim Sempozyumu, Elazig.
  • Smith, M. K. (2008). Howard Gardner and multiple intelligences. The Encyclopedia of Informal Education. Retrieved from http://www.infed.org/thinkers/gardner.htm.
  • Sood, S., & Jitendra, A., K. (2007). A comparative analysis of number sense instruction in reform-based and traditional mathematics textbooks. The Journal of Special Education, 41(3), 145–157.
  • Suh, J., Moyer, P. S., & Heo, H. (2005). Examining technology uses in the classroom: Developing fraction sense using virtual manipulative concept tutorials. Journal of Interactive Online Learning, 3(4), 1–21.
  • Steen, L. A. (1989). Teaching mathematics for tomorrow's world. Educational Leadership, 47(1), 18–22.
  • Temur, O. D. (2007). The effect of teaching activities prepared according to multiple intelligence theory on mathematics achievement and permanence of information learning by 4th grade students. International Journal of Environmental & Science Education, 2(4), 86–91.
  • Texas Education Agency (2008). Texas assessment of knowledge and skills information booklet: mathematics grade 4 revised based on TEKS refinements. Retrieved from http://www.tea.state.tx.us/index3.aspx?id=3693&menu_id=793
  • Texas Education Agency. (2010). Texas essential knowledge and skills for grade 4 Mathematics. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=6148
  • Texas Math Initiative Adding Opportunity for Texas Students. (2008). Texas math initiative http://ritter.tea.state.tx.us/math/initiative/index.htm overview. Retrieved
  • Ulgen, G. (1997). Egitim psikolojisi: Kavramlar, ilkeler, yontemler, kuramlar ve uygulamalar [Educational psychology: Concepts, principles, method, theory, and apply]. Istanbul: Alkim Yayinlari.
  • Yildirim, K. (2006). Coklu zeka kurami destekli kubasik ogrenme yonteminin ilkogretim 4. sinif ogrencilerinin matematik dersindeki erisilerine etkisi [The effects of cooperative learning method supported by multiple intelligence theory on elementary school 4th grade students` academic achievement]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 7(2), 301–315.
  • Ysseldykey, J., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a learning information system on mathematics achievement and classroom structure. The Journal of Educational Research, 96(3), 163–173.
  • Wahl, M. (2009). Mathematics education and the multiple intelligences. Retrieved from http://www.markwahl.com/papers
  • Watanabe, Y. (2001). Let’s eliminate fractions from primary curricula Teaching Children Mathematics, 8(2), 70–72.

Multiple Intelligences Represented in Fourth Grade Curriculum

Year 2018, Volume: 5 Issue: 2, 78 - 93, 01.10.2018

Abstract

References

  • Adams, T. L. (Winter, 2000/2001). Helping children learn mathematics through multiple intelligences and standards for school mathematics. Childhood Education, 77(2), 86–92.
  • Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, VA: ASCD Press.
  • Armstrong, T. (n.d). Multiple intelligences. http://www.institute4learning.com/resources/articles/multiple-intelligences/
  • Baum, S., Viens, J., & Slatin, B. (2005). Multiple intelligences in the elementary classroom. New York, NY: Teacher College Press.
  • Bednar, J., Coughlin, J., Evans, E., & Sievers, T. (2002). Improving student motivation and achievement in mathematics through teaching to the multiple intelligences. Retrieved from http://eric.ed.gov/PDFS/ED466408.pdf
  • Bell, M., Bretzlauf, J., Dillard, A., Hartfield, R., Isaacs, A., McBride, J., . . . Saecker, P. (2008a). Texas everyday mathematics: The University of Chicago school mathematics project (teacher lesson guide volume 1a). Chicago, IL: Wright Group/MCGraw-Hill.
  • Bell, M., Bretzlauf, J., Dillard, A., Hartfield, R., Isaacs, A., McBride, J., . . . Saecker, P. (2008b). Texas everyday mathematics: The University of Chicago school mathematics project (teacher lesson guide volume 2a). Chicago, IL: Wright Group/MCGraw-Hill.
  • Buher, G. (n.d.). Math for multiple intelligences. Retrieved from http://www.learnnc.org/lp/pages/651
  • Campbell, L., & Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching and learning through multiple intelligences. Needham Heights, MA: Simon & Schuster Company.
  • Center for Elementary Mathematics and Science Education. (n.d). Everyday Mathematics Resource and Information Center, The University of Chicago. Retrieved from http://everydaymath.uchicago.edu/
  • Cramer, K. A., Post, R. T., & delMas, R. C. (March, 2002). Initial fraction learning by fourth- and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33(2), 111–144.
  • Cramer, K., & Wyberg, T. (2009). Efficacy of different concrete models for teaching the part-whole construct for fractions. Mathematical Thinking and Learning, 11, 226–257. doi:10.1080/10986060903246479
  • Dannenhoffer, J. V., & Radin, R., J. (n.d.). Using multiple intelligence theory in the mathematics classroom. Ward College of Technology at the University of Hartford. Retrieved from http://mae.nmsu.edu/~aseemath/1265_97_2.PDF
  • Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
  • Douglas, O., Burton, K. S., & Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eight grade math students. Journal of Instructional Psychology, 35(2), 182–187.
  • Duval, J., & Mark, N. (1994, March). The Pawlet Project: Applications of Howard Gardner`s multiple intelligence theory in a rural Vermont elementary school. Paper represented at the Annual Meeting of the Association for Supervision and Curriculum http://www.eric.ed.gov/PDFS/ED383479.pdf Chicago, IL. Retrieved from
  • Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65–72.
  • Family Education Network (n.d.). Multiple intelligences chart. Retrieved from http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html
  • Fisher, J. (2004). Parents reinforce math skills through the multiple intelligences and help http://www.whatsfordinner.net/articles/article-Math-Multiple-Intelligences.html children learn. Retrieved from
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basic Books.
  • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
  • Gardner, H. (2006). Multiple intelligences: New horizons. NY: Basic Books.
  • Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. Retrieved from http://nces.ed.gov/timss/results07.asp
  • Hlebowitsh, P. S. (2005). Designing the school curriculum. Boston, MA: Pearson.
  • Isik, D., & Tarim, K. (2009). The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students` mathematics achievement. Education Research Institute, Seoul National University, 10, 465– 474. doi: 10.1007/s12564-009-9049-5.
  • Johnson, B., & Christensen, L. (2008). Educational research: quantitative, qualitative, and mixed approaches. California, LA: Sage Publications.
  • Koroglu, H., & Yesildere, S. (2004). Ilkogretim yedinci sinif matematik dersi tamsayilar unitesinde coklu zeka teorisi tabanli ogretimin ogrenci basarisina etkisi [Learner achievement effect of the multiple intelligences theory based teaching in the unit of whole numbers at the primary education seventh grade mathematics course]. Gazi Egitim Fakultesi Dergisi, 24(2), 25–41.
  • Lin, C., Y. (2010). Web-based instruction on preservice teachers' knowledge of fraction operations. School Science Mathematics, 110(2), 50–70.
  • McGraw-Hill Companies (n.d.). Everyday mathematics-students’ achievement studies. Retrieved http://www.everydaymathsuccess.com/pdf/StudentAchievementStudy_vol6.pdf from
  • McGraw-Hill Group (n.d.). Everyday mathematics: How everyday mathematics differentiates instruction to meet the needs of all students. Retrieved from http://www.everydaymathsuccess.com/pdf/EM_DifferentiatedInstruction.pdf
  • Munro, J. (1994, January). Multiple intelligences and mathematics teaching. Paper represented at Annual Conference of Australian Remedial Mathematics Education Association. Retrieved from http://www.eric.ed.gov/PDFS/ED372927.pdf
  • National Center for Education Statistics (2018). Digest of Educational Statistics. Retrieved from https://nces.ed.gov/programs/digest/d16/tables/dt16_222.50.asp
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author. Retrieved from www.nctm.org
  • National Council of Teachers of Mathematics (2009). Guiding principles for mathematics http://www.nctm.org/standards/content.aspx?id=23273 and assessment.
  • OECD Programme for International Students Assessments (2015). What students know and can do: Student performance in reading, mathematics, and science. Retrieved from http://www.pisa.oecd.org/dataoecd/54/12/46643496.pdf
  • OECD Programme for International Students Assessments (n.d). What PISA is. Retrieved from http://www.pisa.oecd.org/pages/0,3417,en_32252351_32235907_1_1_1_1_1,00.html
  • Ozdemir, P., Guneysu, S., & Tekkaya, C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(2), 74–78.
  • Razmjoo, S. A. (September 2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8(2), 155–174.
  • Reimer, K., & Moyer, P. (2005). Third-graders learn about fractions using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching, 24, 5–25.
  • Saricaoglu, A., & Arikan, A. (2009). Zeka turleri, ogrencilerin yabanci dil basarilari ve secilmis degiskenler uzerine bir calisma [A study of multiple intelligences, foreign language success and some selected variables]. Journal of Theory and Practice in Education, 5(2), 110–122.
  • Sarmusak, D. (2010, May). Sinif ogretmenlerinin coklu zeka kurami ile ilgili yanilgilari [Misunderstood of multiple intelligences from elementary education teachers]. 9th Ulusal Sinif Ogretmenligi Egitim Sempozyumu, Elazig.
  • Smith, M. K. (2008). Howard Gardner and multiple intelligences. The Encyclopedia of Informal Education. Retrieved from http://www.infed.org/thinkers/gardner.htm.
  • Sood, S., & Jitendra, A., K. (2007). A comparative analysis of number sense instruction in reform-based and traditional mathematics textbooks. The Journal of Special Education, 41(3), 145–157.
  • Suh, J., Moyer, P. S., & Heo, H. (2005). Examining technology uses in the classroom: Developing fraction sense using virtual manipulative concept tutorials. Journal of Interactive Online Learning, 3(4), 1–21.
  • Steen, L. A. (1989). Teaching mathematics for tomorrow's world. Educational Leadership, 47(1), 18–22.
  • Temur, O. D. (2007). The effect of teaching activities prepared according to multiple intelligence theory on mathematics achievement and permanence of information learning by 4th grade students. International Journal of Environmental & Science Education, 2(4), 86–91.
  • Texas Education Agency (2008). Texas assessment of knowledge and skills information booklet: mathematics grade 4 revised based on TEKS refinements. Retrieved from http://www.tea.state.tx.us/index3.aspx?id=3693&menu_id=793
  • Texas Education Agency. (2010). Texas essential knowledge and skills for grade 4 Mathematics. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=6148
  • Texas Math Initiative Adding Opportunity for Texas Students. (2008). Texas math initiative http://ritter.tea.state.tx.us/math/initiative/index.htm overview. Retrieved
  • Ulgen, G. (1997). Egitim psikolojisi: Kavramlar, ilkeler, yontemler, kuramlar ve uygulamalar [Educational psychology: Concepts, principles, method, theory, and apply]. Istanbul: Alkim Yayinlari.
  • Yildirim, K. (2006). Coklu zeka kurami destekli kubasik ogrenme yonteminin ilkogretim 4. sinif ogrencilerinin matematik dersindeki erisilerine etkisi [The effects of cooperative learning method supported by multiple intelligence theory on elementary school 4th grade students` academic achievement]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 7(2), 301–315.
  • Ysseldykey, J., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a learning information system on mathematics achievement and classroom structure. The Journal of Educational Research, 96(3), 163–173.
  • Wahl, M. (2009). Mathematics education and the multiple intelligences. Retrieved from http://www.markwahl.com/papers
  • Watanabe, Y. (2001). Let’s eliminate fractions from primary curricula Teaching Children Mathematics, 8(2), 70–72.
There are 55 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Ahmet Oğuz Akçay

Publication Date October 1, 2018
Published in Issue Year 2018 Volume: 5 Issue: 2

Cite

APA Akçay, A. O. (2018). Multiple Intelligences Represented in Fourth Grade Curriculum. Osmangazi Journal of Educational Research, 5(2), 78-93.