• About
  • Policies
  • What is openaccess
  • Library
  • Contact
Advanced search
      View Item 
      •   BUIR Home
      • University Library
      • Bilkent Theses
      • Theses - M.A. in Curriculum and Instruction
      • M.A. in Curriculum and Instruction - Master's degree
      • View Item
      •   BUIR Home
      • University Library
      • Bilkent Theses
      • Theses - M.A. in Curriculum and Instruction
      • M.A. in Curriculum and Instruction - Master's degree
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Engaging 6th grade students with mathematics by using multiple intelligence theory

      Thumbnail
      View / Download
      775.5 Kb
      Author
      Yılmaz, Begüm
      Advisor
      Sands, M. K.
      Date
      2012
      Publisher
      Bilkent University
      Language
      English
      Type
      Thesis
      Item Usage Stats
      107
      views
      41
      downloads
      Abstract
      Mathematics is a source of fear for many students and many struggle while learning mathematics. Most believe that they do not have the ability to learn mathematics and this perception decreases their motivation. The relationship between teaching and learning mathematics has been improved by integrating various approaches into the mathematics lessons. By 2000s, multiple intelligence theory was taken into consideration as one such approach in Turkey. This study aimed to explore whether there was a correlation between 6th grade students’ multiple intelligence types and their preferences of components of math lessons addressing multiple intelligence theory. The study was completed with fourteen 6th grade students with ages ranging from 11- 13 years at Ankara Bilkent Laboratory and International School, Turkey. In the first session of the study, students’ multiple intelligence types were identified by administering a multiple intelligence survey. Then several mathematics lesson activities based on multiple intelligence theory were implemented during 2 math lessons in block schedule to discover students’ preferences of learning mathematics. In the next session students were expected to describe how their learning was affected by classroom activities based on the multiple intelligence theory. Students reflected on which activities they liked and which activities were most effective by rating the activities in the given reflection forms. Students’ reflections and their personal intelligence types were correlated. It was found that bodily-kinesthetic intelligence was rated to be the most dominant intelligence among the participating 6th grade students. However, lesson activities addressing linguistic and mathematical-logical intelligences correlated highest with students’ mathematical learning.
      Keywords
      Mathematics education
      multiple intelligence theory
      alternative methods for teaching mathematics
      Permalink
      http://hdl.handle.net/11693/15621
      Collections
      • M.A. in Curriculum and Instruction - Master's degree 133
      Show full item record

      Browse

      All of BUIRCommunities & CollectionsTitlesAuthorsAdvisorsBy Issue DateKeywordsTypeDepartmentsThis CollectionTitlesAuthorsAdvisorsBy Issue DateKeywordsTypeDepartments

      My Account

      Login

      Statistics

      View Usage StatisticsView Google Analytics Statistics

      Bilkent University

      If you have trouble accessing this page and need to request an alternate format, contact the site administrator. Phone: (312) 290 1771
      Copyright © Bilkent University - Library IT

      Contact Us | Send Feedback | Off-Campus Access | Admin | Privacy