Date of Award

12-15-1992

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Fran Tangen

Abstract

Using Howard Gardner's theory of multiple intelligences as the conceptual framework for this research I the following questions were considered:

1. What kinds of activities are being used to present math concepts in the middle school classroom?
2. How do these activities reflect differing student learning styles? and
3. How are different students responding to the various types of activities?

Students were carefully observed and questionnaires about their interests were examined in an attempt to discover their dominant intelligence type(s). The math lessons were observed at the same time. The lessons were very similar to each other in their structure and therefore did not reflect differing student learning styles. Consequently, it was impossible to determine how various students might respond to a variety of different activities.

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