One theory that is near and dear to my heart is the Multiple Intelligence theory by Howard Gardner. It is especially beneficial to English language learners because they, more than other students, are not able to rely on the traditional reading and writing to learn or share. Many schools are now using programs like Project Based Learning, Everyday Math or Singapore math, and these can fit very nicely into multiple intelligences. Gardner s theory of multiple intelligences can help teachers to reconceptualize the concept of intelligence and to develop a broader view of human ability. This broad view will enable them to see more intellectual strengths in culturally diverse and low- income students (Banks, 115). Basically, the Multiple Intelligences theory is exactly what it sounds like. People learn in different ways. The categories that Gardner broke the MI into are: Intrapersonal (learns best when interacting with others) Bodily kinesthetic (learns best through movement, athletics) Linguistic (learns best with words) Musical (learns best with music) Interpersonal (learns best with personal motivation) Logical-Mathematical (learns best with numbers, concepts, patterns) Visual-Spatial (learns best with visuals, art) Naturalistic (learns best through nature) If you d like to take a test for yourself or think of a student that you could either have answer the questions or answer for them, there is a great test online that will give you an idea of your top intelligence/s. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/qu estions/choose_lang.cfm Now, multiple intelligences can be used in any subject area, but here are a few ideas in the area of math. My examples are for grades K- 3, but could be tweaked to fit your students. All activities have been kid- tested and enjoyed! If you are still looking for some great ideas, the teacher guide Celebrating Multiple Intelligences created by the Faculty of The New City School is a fantastic resource. (for full information, see Bibliography!) Good luck! Laura Beth Vander Ploeg Intrapersonal Skip counting game. One partner is in charge of having on gloves. One glove is labeled with a 0, while the other is labeled with a 5. The first partner wears the gloves and the second partner counts by 5 s while clapping the partner s hand. For
example, when the 2 nd partner says 0, 5, 10, 15, 20.she/he will be clapping the glove that has that ending 0 (0,10,20,30.) and 5 (5,15,25,35.) Bodily kinesthetic: This game is for skip counting. You can have students count by 2 s, 5 s, or 10 s. Lay number cards out on the floor. These works for any span of numbers, but always have a 0. The student will jump from number to number and say the number out loud. For example, if counting by 5 s, the student will start on 0, jump to 5, jump to 10, etc. For students that struggle with the concept of skip counting, start with all the numbers in a line, and then count one by one and pull the number out of line that the student will jump on. Then the 0,5,10,15 will be pulled away from the other numbers and will be easier to see for students that are struggling. Linguistic Students make their own word problems and then exchange with a partner. Make sure to give an example and do gradual release with the students, so that their problems are meaningful. Example: Rapunzerella has a very busy life. She has to go to school every day, and then do work when she comes home. Rapunzerella comes home at 4 pm. She has to do the following things before bedtime at 8:30pm: Clean her room. (15 minutes) Do her homework. (30 minutes) Empty the dishwasher. (15 minutes) Brush her LONG hair. (2 hours) Make supper for her stepsisters and eat. (1 hour) She really wants to watch her favorite show, My Fancy Castle at 8 pm. Does she have enough time to do all her chores AND watch her show? It s helpful to have students (especially ELL s) follow a checklist with their math- both when creating a problem and when solving one. This is similar to what is used with Singapore math. An mmm statement is when the student writes the answer statement while leaving the answer blank (mmm). So if you asked, How many books are there? The mmm statement would be, There are (mmm) books. Check your steps: Read the problem. Find the question. Highlight the question. Make an mmm statement.
Come up with a solution. Logical- mathematical Use a hundred s chart as a game board. Have two sets of cards- one blue (+) and one purple (- ). For blue, have 6 +10 s, 5 +1 s, 4 +5 s, 1 +30. For purple, do the same, but Minus. (6-10 s, etc.). You will need a die and game pieces for 2-4 students. Students will start at zero and roll the die. If they get 1,2,3,5, or 6, they will pull a blue card and move that many. If they roll a 4, they will draw a purple. This game helps them learn to count by 10 s and 5 s in particular. It also gets them familiar with using the hundred s chart to help them find answers quickly. For accommodations, highlight the 5 s column and the 10 s column. For bonus points, (or to make a speedier game) if a student lands exactly on the 10 s column, they get a bonus plus 10. First one to 100 wins! Some students that are logical- mathematical will also just really love good old- fashioned drills. Musical Put math facts to popular music or a good rhyming beat. This one is very popular and has students count by 2 s, 5 s, and 10 s: http://www.youtube.com/watch?v=gtyxfltypgg For multiplication, the NumBears have a song for each family http://www.youtube.com/watch?v=q3hwgl0cfmo http://www.youtube.com/watch?v=oxo9lmhboag Interpersonal For students that work better interpersonally, I create a surprise box for them (If you put the word surprise in something, they always get more excited. ) The box contains different activities that the students are able to do independently, but also has a secret (another exciting word!) envelope with answers to check once they re done. For example, you could have them do multiplication problems using stamps or stickers. Give them a sheet that has 3 circles drawn on it and a stamp and stamp pad. Label the sheet 3x5. The student will then need to add 5 stamps to each circle and write the correct answer. Have a copy of this in the envelope that you have filled out for them to compare. Obviously when introducing a new activity, you should go over it with the student to make sure they understand how to do it.
Any of the games listed here can be done independently. For example, the hundreds game can be played independently and the student can just record the answers. If they start on zero and draw a +10 card, their math journal could have 0+10= 10 recorded on the first line, and so on. Spatial Students that work with Visual- Spatial are in desperate need of manipulatives with their math problems. Teachers usually have an abundance of manipulative activities, but here are some more ideas. Fact Families Under the Cup Students have some sort of manipulative- unifix cubes, pop tabs, pennies, paper clips. Have a set number like 15. One partner turns around while the other partner hides a portion (for example 8) of the 15 pop tabs under the cup. When they are hidden, the other partner turns around and looks at how many are still out of the cup (7). They will have to guess how many are under the cup. Multiplication Word Problem: Sarita has a huge box of Band- Aids. How many Band- Aids does she have? Have a box of Band- Aids that the students can actually look at and/or take apart. For example, I had a box that was 5 Band- Aid containers deep and 10 wide. Each container had 5 Band- Aids in it. So the problem I gave them looked like this: Sarita has a huge box of Band- Aids. It is rows of containers and columns of containers. Each container has Band- Aids in them. How many are in all? The students will fill in the numbers as they actually count the rows and columns. 5 x 10 = 50, so there are 50 containers. Remind the students- are we looking for # of containers or # of Band- Aids? So, 50 containers x 5 Band- Aids in each container = 250 Band- Aids total. Visual- Spatial learners are also helped by Singapore math, and this process won t take as long or take as many materials as some other problems. http://isingaporemath.com/lesson2.php http://isingaporemath.com/learning1.php http://isingaporemath.com/learning3.php I wouldn t necessarily suggest just showing these examples to the students. Instead, use them as examples for how to teach your students in a more visual way. Naturalistic
A great way to bring math into nature is to discuss symmetry or geometric shapes in nature. Go on a nature walk and collect artifacts to bring back to the classroom. What flowers or leaves are symmetric? What foods do we grow that have geometric shapes? (grapes- spheres, corn kernels are cubish, cucumbers and carrots are somewhat cylindrical) Where can we find symmetry or shapes on insects or other animals? Do we have any open shapes in nature or are they all closed shapes? Create a nature museum in the classroom for students to label or record the different shapes.