Exploring whether multiple intelligences facilitate 'valuing and working with difference' within mathematics classrooms
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Brown, Raymond
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Roberta Hunter, Brenda Bicknell, Tim Burgess
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Massey University Wellington, New Zealan
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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.
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Crossing divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia
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© 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].
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Curriculum and Pedagogy Theory and Development