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Logical- Mathematical Intelligence Howard Gardner’s Multiple Intelligence Theory

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Howard Gardner’s Definition: People with highly developed logical/mathematical intelligences (math smart) understand the underlying principles of some kind of a causal system, the way a scientist or a logician does; or can manipulate numbers, quantities, and operations, the way a mathematician does.

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CHARACTERISTICS Ability to recognize significant problems and then solve them Powerful reasoning ability Ability to explore, conjecture, and reason logically Ability to solve non- routine problems Ability to communicate about and through mathematics

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Characteristics, continued Likes abstract thinking Likes being precise Enjoys counting Likes being organized Uses logical structure Enjoys computers Enjoys experimenting in logical way Prefers orderly note-taking

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Key Mathematical Concepts Problem solving Communication Reasoning Connections Estimation Number sense and numeration Whole number operations Whole number computation Geometry and spatial sense Measurement Statistics and probability Fractions and decimals Patterns and relationships

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Principles of logical mathematical intelligence Mathematics involves confrontation with the physical world. An autonomous approach to mathematics is crucial in the early childhood years Logics and mathematics are developmental. Opportunities for mathematical development occur daily.

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CONFRONTATION “For it is in confronting objects, in ordering and reordering them, and in assessing their quantity, that the young child gains his or her initial and most fundamental knowledge about the logical-mathematical realm.” --Gardner

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AUTONOMY An early childhood environment must promote autonomy. Constance Kamii said that children are quite capable of inventing their own algorithms to solve a problem. It is impossible to teach concepts of number. These concepts must be self-discovered.

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DEVELOPMENTAL Logic and mathematics develop in stages and the stages offer a framework for providing appropriate materials, experiences, and expectations of young children.

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OPPORTUNITY Math is everywhere— create, recognize, utilize, identify, symbolize, manipulate, interact, pretend, play, discover,...

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CAREERS in MATH Scientist Mathematician Engineer Biologist Geneticist Paleontologist Pharmacist Doctor Emergency Medical Professional Computer Programmer Software Engineer Inventor

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More CAREERS Physicist Astronomer Researcher Architect Statistician Accountant Detective Lawyer Economist

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Interesting quote... hmmmm “If you ask mathematicians what they do, you always get the same answer. They think. They think about difficult and unusual problems. They do not think about ordinary problems: they just write down the answers.” --Egrafov, M.

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Nikolai Copernicus, 1473--1543

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Albert Einstein, 1879--1955

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Sir Isaac Newton, 1642-1727

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David Trayer, 1932--

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Stephen Hawking, 1942--

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Carl Sagan, 1934--1996

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Euclid of Alexandra, 325 BC—265 BC

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Archimedes of Syracuse, 287 BC—212 BC

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Pythagoras of Samos, 569 BC—475 BC

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Johannes Kepler, 1571--1630

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Galileo Galilei, 1564--1642

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Rene Descartes; Pierre de Fermat

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Blaise Pascal; Gottfried Wilhelm Leibnitz

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Pierre Simon Laplace; Johann Carl Friedrich Gauss

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Georg Friedrich Bernhard Reimann; Georg Cantor

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Leonhard Euler; Joseph-Louis Legrange

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Copyright 2006 Thomson Delmar Learning. All Rights Reserved. Caring for School-Age Children Chapter 5 Development in Middle Childhood: Cognitive.

Copyright 2006 Thomson Delmar Learning. All Rights Reserved. Caring for School-Age Children Chapter 5 Development in Middle Childhood: Cognitive.

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