Exploring whether multiple intelligences facilitate 'valuing and working with difference' within mathematics classrooms
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This paper employed observational and interview data to explore how Gardner's Multiple Intelligences points of entry assist teachers in catering for student diversity within primary mathematics classrooms. Drawing upon a sociocultural research approach the study found that Gardner's multiple points of entry facilitate some 'valuing and working with difference' within classrooms.
Crossing divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia
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Curriculum and Pedagogy Theory and Development