The Effect of Teaching a Mathematics Course Based on Multiple Intelligences Theory to Enhance Students' Mathematical Reasoning Ability
Abstract
Background and Aim: With the implementation of the new teaching syllabus, we realize that the requirements of the latest teaching syllabus provide conditions and operational platforms for cultivating students' intellectual diversity. At the same time, cultivating students' divergent thinking and logical thinking abilities and improving their comprehensive qualities have become teaching requirements of the new teaching syllabus. The aims of this study were: 1) to compare the students' mathematical reasoning ability before and after implementing the mathematics course based on multiple intelligences theory for the fourth-grade students of primary school, and 2) to compare the students' satisfaction toward the mathematics course based on multiple intelligences theory for the fourth-grade students of primary school with the criterion of 70%.
Materials and Methods: This study used quantitative methods and experimental methods, including a mathematical reasoning ability test and a student satisfaction questionnaire, with a sample size of 30 fourth-grade students from Fugou Road Primary School in Zhoukou. Statistical analysis includes content analysis of descriptive statistics, correlation analysis, and inductive methods.
Results: After studying the mathematics course based on multiple intelligences theory, students' mathematical reasoning ability was higher than the determined criterion of 70% at the .05 statistical significance level; Additionally, students' satisfaction was at a high level.
Conclusion: The development of a mathematics course based on multiple intelligences theory has a significant effect on enhancing mathematical reasoning ability for students. Furthermore, students were satisfied with their learning of this course.
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