The role of multiple intelligences in changing math attitudes
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Authors
Michaels, Lisa
Issue Date
2007
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
This research project examined the relation between math attitudes and multiple intelligences based lesson among twenty-four (24) fourth grade students. There were fifteen (15) boys and nine (9) girls. The study attempted to determine if a change in students' attitudes toward math could be observed after teaching one month of multiple intelligences based lessons. An Attitude Survey Questionnaire was designed by the teacher-researcher and administered pre- and post- lessons sequence. The multiple intelligences based lessons consisted of five (5) lessons; M &M graphing, The Place Value Game, Graph It, Create a Fantasy Bedroom, and Create a Cookie Business. Data analysis did not show a statistically significant difference in attitude which may be due to the small sample size or the short time frame of the study. However, significant qualitative changes were observed. Students asked to continue working on their lessons beyond the allotted time; energy levels were high; and students made several positive comments regarding the lessons. The finding suggest that using a multiple intelligences based approach to teach math could improve students' long-term attitude towards math. An improved attitude has been linked to improved math achievement. Future research should explore the life-long effects of a positive math attitude. This study contributed to the theory that students will spend more time and greater effort on lessons if they enjoy the lesson.