Igniting Passion in Mathematics through Multiple Intelligences (MI)

Suriani Othman Singapore

19 April 2010

Fulbright Distinguished Awards in Teaching

Research Objectives

1. Instill love for Mathematics• Engage pupils through multiple bridges• Develop positive attitudes towards Maths• Motivate pupils to excel in the subject

2. Improve academic performance in Mathematics

Singapore Mathematics Framework (MOE 2007)

The Theory of Multiple Intelligences

Dr Howard Gardner

Literature Review• The logical-mathematical

intelligence is not a strength in many pupils.

• Teaching Mathematics to the other intelligences will strengthen their logical-mathematical intelligence.

(Bednar, Coughlin, Evans, & Sievers, 2002)

Literature Review• Some of the by-products of incorporating MI in

school include better attitudes, fewer behavior problems, improved self-concept, development of cooperation and leadership skills, and development of a love of learning.

(Hoerr, 2002)

• MI has an impact on the whole person – If the whole person is considered, other areas, including attitude and academic performance, also improve.(Douglas, Burton & Reese-Durham, 2008)

Project Design

Ability

Group

Low Ability Group Middle Ability Group

Class ProjectClass

Comparison Class

Project Class

Comparison Class

No. of

pupils

30 32 38 40

No. of

girls

16 18 17 18

No. of

boys

14 14 21 22

Distribution of pupils by class

Project Design

Quasi- Experimental

ProjectGroup

ComparisonGroup

Semester 1Fractions(3 weeks)15 lessons

2 classes- 1 MA- 1 LA

2 classes- 1 MA- 1 LA

Determine if hypothesis is true

Determine if length of time makes a difference

Semester 2Decimals(6 weeks)30 lessons

All classes- 2 MA- 2 LA

MI-based lessons

Traditional lessons

MI-based lessons

Measures

Quantitative & Qualitative :

• MIDAS instrument – MI Profile

• PETALSTM Engagement Indicator (pedagogy, experience of learning, tone of environment, assessment, learning content, and engagement – affective engagement, behavioural engagement, cognitive engagement)

Using MI in the classroomBodily-Kinesthetic Intelligence

Using MI in the classroomInterpersonal Intelligence

Using MI in the classroomNaturalistic Intelligence

Using MI in the classroomVisual-Spatial Intelligence

Using MI in the classroomMathematical-Logical Intelligence

Using MI in the classroomLinguistic Intelligence

Using MI in the classroomLinguistic Intelligence

Using MI in the classroomLinguistic Intelligence

Results 1. There is an increase in the level of engagement among pupils who are taught mathematics using the MI strategies.

2. Pupils who are taught mathematics using MI achieved higher review test scores than pupils who are not taught using MI.

3. A longer exposure to MI has a positive impact on pupils’ engagement, motivation, attitude and achievement in their learning of mathematics.

Pupils’ reflections…

• “We sang a lot of songs about decimals and fractions. It is very fun and interesting learning decimals and fractions. Our teacher teaches us different types of methods and using [attractive] power point [slides] to teach our class. I love Maths! It is really fun to learn! All the questions [are] like solving mystery cases! We also played Maths games to learn. Our teacher teaches us Maths in very fun ways. I love to play more Maths games and learn more about Maths! The Problem Sums are really challenging! Maths is Fun!”

Pupils’ reflections…

• “I like decimals because it is easy and our teacher always gave us games to play. Sometimes our teacher let us sing decimal songs… Some of the songs are pretty funny. When our teacher gave us games to play, our teacher let us do the games with our friends like teamwork. Some of the games that our teacher gave us are quite challenging but very fun. The activities that are in the Maths workbook are easy to complete. I like DECIMALS!!”

Pupils’ reflections…

• “We did a lot of activities, we sang songs, played many Maths games and do a lot of activities… It was an easy and fun way to learn. Now my Maths is improving. I am looking forward to my END YEAR EXAM MARKS!”

• “Pupils were very excited and looked forward to Math lessons. They were more likely to volunteer answers as they were interested. Based on pupil’s feedback, they found these lessons very refreshing. They actually cheered whenever it was time for Mathematics lessons. They also said that the lessons are now very fun.”

Teachers’ reflections…

• “ Pupils were definitely more engaged - more activities, more interaction, more hands-on. As lessons were interesting, pupils’ attitude towards Maths became better. This positive attitude helped them to remain engaged even when doing non-exciting tasks such as LONG DIVISION!”

Teachers’ reflections…

• “ I have seen for myself how planning a lesson that involves multiple intelligences actually makes the lessons more exciting for the pupils. Pupils can relate better, recall the learning points better, and on the whole, they are more motivated, even to do homework. By getting pupils involved through activities, songs, stories, and using powerpoint slides packed with cute pictures and animations, pupils actually looked forward to learning. This is true “Teach Less, Learn More” in action.”

Teachers’ reflections…

Expanding in Scope

• 2008: 4 P4 classes, 140 pupils & 3 teachers

• 2009: 7 P1 classes, 210 pupils & 7 teachers 8 P4 classes, 280 pupils & 8 teachers 8 P5 classes, 280 pupils & 7 teachers

• 2010: P1, P4 & P5 are using the MI resource materials developed and teachers are using MI as a teaching tool to engage pupils in their classrooms

Video

Igniting Passion in Mathematics

through Multiple Intelligences

What Next?

• To expand our repertoire of techniques, tools and strategies in teaching and learning (assessment)

Eakin ElementaryRobbert Lillard Elementary University School of NashvilleCarter Lawrence Magnet SchoolRon Clark AcademyWalnut Grove ElementaryEast AcademyNew City School

School visits in the US

Eakin Elementary2500 Fairfax AvenueNashville, TN 37212www.eakines.mnps.org

Grades: K-4School Type: Public Student Enrollment: 455Students per Teacher: 14-16

Robbert Lillard Elementary 3200 Kings LaneNashville, TN 37218www.relillardes.mnps.org

Grades: K-4School Type : Public Magnet Student Enrollment: 419Students per Teacher: 16-20Established in 1985

University School of Nashville2000 Edgehill Avenue Nashville, TN 37212

www.usn.org Grades: K-12School Type: IndependentStudent Enrollment: 1022Students per Teacher: 12-16Established in 1975

Carter Lawrence Magnet School1118 12th Avenue SouthNashville, TN 37203www.carterlawrences.mnps.org

Grades: K-4School Type: Public Magnet Student Enrollment: 362Students per Teacher: 13-16

Ron Clark Academy228 Margaret St. Atlanta, GA 30315www.ronclarkacademy.com

Grades: 5 & 6School Type: Independent Student Enrollment: 102Students per Teacher: 15-20Established in 2007

Walnut Grove Elementary326 Stable DriveFranklin, TN 37069www.wcs.edu/wges

Grades: K-5School Type: Independent Student Enrollment: 750

Students per Teacher: 16-20

East Academy108 Chapel AvenueNashville, TN 37206

www.eastacademy.org Grades: K-8School Type: Independent MIStudent Enrollment: 200Students per Teacher: 12-16Established in 2001

New City School5209 Waterman Blvd.Saint Louis, MO 63108

www.newcityschool.org Grades: K-6School Type : Independent MIStudents per Teacher: 12-14Established in 1969

1. MI in the US schools

Principles & Standards for Mathematics (NCTM)

5 process oriented standards:

• Problem Solving

• Reasoning & Proof

• Communication

• Connections

• Representation

2. Mathematical CommunicationMathematics Teacher’s Role (NCTM)

• posing questions and tasks that elicit, engage, and challenge each student’s thinking

• listening carefully to students’ thinking• listening carefully to students’ ideas• asking students to clarify and justify their ideas orally and in writing• deciding what to pursue in depth from among the ideas that students

bring up a discussion• deciding when and how to attach mathematical notation and

language to students’ ideas• deciding when to provide information, when to clarify an issue, when

to model, when to lead, and when to let a student struggle with a difficulty

• monitoring students’ participation in discussions and deciding when and how to encourage each student to participate

5 process oriented standards (NCTM)• Problem Solving• Reasoning & Proof• Communication• Connections• Representation

Singapore Mathematics Framework (MOE)

3. Math Journal Writing

3. Math Journal Writing

3. Math Journal Writing

4. Project Work

4. Project Work

4. Project Work

Tips from the experts:Planning MI-infused Lessons:When planning a lesson, ask the right questions, certain questions help to look at the possibilities for involving as many intelligences as possible:

Linguistic: How can I use the spoken or written word?Logical-Mathematical: How can I bring numbers, calculations, logic, classifications, or critical thinking?Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers?Musical: How can I bring in music or environmental sounds, or set key points in a rhythm or melody?Bodily-Kinesthetic: How can I involve the whole body, or hands-on experiences?Interpersonal: How can I engage students in peer or cross-age sharing, cooperative learning or large-group simulation?Intrapersonal: How can I evoke personal feelings or memories, or give students choices? Dr Thomas Hoerr (New City School)

Tips from the experts:

Dispelling MI Myths

MYTHS:

•Each intelligence should be incorporated in every lesson.

•Surrounding students with the various intelligences is a good way to address MI.

•There is significant merit in formally labeling each student’s intelligence.

•There is no need for students to understand the MI model and know how it is being used.

(Dr Thomas R. Hoerr, Head of New City School)

Acknowledgements

West View Primary School: Mdm Rashidah Abdul Rasip (Principal) Mdm S. Anitha (Vice-Principal) Mrs Rebecca Chen (Vice-Principal)Principals, Teachers & Pupils: Eakin Elementary

Robbert Lillard Elementary University School of Nashville

Carter Lawrence Magnet School Ron Clark Academy

Walnut Grove Elementary East Academy New City School (Dr Thomas R. Hoerr)Faculty members & Staff of : Vanderbilt University, Peabody College of Edn

U.S Department of State & Academy for Educational Development (USA)Ministry of Education (Singapore)

Video

The Distinguished Fulbright Awards in Teaching Experience

References

• Adams, T.L., (2001). “Helping children learn Mathematics through Multiple Intelligences and Standards for School Mathematics.” Childhood Education. Vol. 77 no.2 , p 86-92.

• Armstrong, T. (1994). Multiple Intelligences in the Classroom, Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

• Armstrong, T. (1994). “Multiple Intelligences: Seven Ways to Approach Curriculum,” Educational Leadership, November.

• Bednar, J., Coughlin, J., Evans, E., Sievers, T. (2002). Improving student motivation and achievement in Mathematics through teaching to the multiple intelligences.

• Chapman, C. (1993). If the shoe fit…How to develop multiple intelligences in the classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing Inc.

• Cluck, M., Hess, D. (2003). Improving Student Motivation Through the use of the Multiple Intelligences.

• Douglas, O., Burton, K.S., Reese-Durham, N. (2008). The Effects of the Multiple Intelligence Teaching Strategy on the Academic Achievement of Eighth Grade Math Students. Journal of Instructional Psychology, Vol. 35 Issue 2, p182-187

• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74: 59 – 109.

• Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

• Gardner, H. (1991). The Unschooled Mind: How children think and how schools should teach.. New York: Basic Books.

• Gardner, H. (1993). Multiple Intelligences. The Theory In Practice. New York: Basic Books • Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New

York: Basic Books. • Gardner, H. (2000). The disciplined mind: Beyond Facts and Standardized Tests, the k-12

Education That Every Child Deserves:. New York: Penguin Books.

References

• Hoerr, T. (2000). Becoming A Multiple Intelligences School, Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

• Hoerr, T. (2002). Applying MI in Schools. Retrieved from http://www.newhorizons.org/strategies/mi/hoerr2.htm

• Mc Combs,B.L. (2002). Understanding the keys to motivation to learn. Retrieved from http://www.ncrel.org./products/voteworthy/barbaram.asp• Ministry of Education. (2009). Mathematics Syllabus, Ministry of Education, Singapore.• Ministry of Education. (2005). A toolkit for engaged learning and teaching. Curriculum

Planning and Development Division, Ministry of Education, Singapore.• Othman, S., Thong, L. (2009). Igniting Passion in Mathematics through Multiple Intelligences.

Retrieved from http://conference.nie.edu.sg/2009/papers_pdf/PAP288.pdf• National Council of Teachers of Mathematics. (2000). Principles and standards for school

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Edition. 5209 Waterman Ave., St. Louis, MO 63108.• New City School. (1998). Succeeding with Multiple Intelligences: Teaching Through the

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