Exploring whether multiple intelligences facilitate 'valuing and working with difference' within mathematics classrooms
Abstract
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.
Conference Title
Crossing divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia
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Copyright Statement
© 2009 MERGA. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author[s].
Subject
Curriculum and Pedagogy Theory and Development