This study examined the impact of Howard Gardner's theory of multiple intelligences (MI) on third grade students' mastery of basic math skills. Two classrooms participated - one used traditional teaching methods while the other incorporated MI strategies. Students in the MI classroom showed greater improvement in math fact speed and accuracy after two weeks compared to the traditional classroom. Educator observations also found students in the MI classroom were more engaged. However, the study was limited in duration and longer research is needed to determine MI's impact on retention of math skills over subsequent years of schooling.

1. Will Students’ Retention and Mastering of
Basic Math Skills be Greater by Implementing
Howard Gardner’s Theory of Multiple
Intelligence (MI)?

2. Purpose
This research is based on implementing
new methods to explore the mastering
of the basic math facts while engaging
students longer. Two third grade
classrooms of equal academic, social
and behavior achievements where used
as the base of this study.

3. Participants
Two third grade classrooms:
1. Classroom one (control) group consisted of 24 students
and has 14 girls and 10 boys with four students on IEPs.
2. Classroom two (experimental) consisted of 26 students
and has 17 girls and 9 boys with six of the students on
IEPs.

4. Methods
1. One class, (control group), used the traditional method of learning
the math facts, such as flash cards, ditto sheets and book work.
2. Second class (experimental group) used Howard Gardner’s MI to
expand the methods of learning.
3. The control classroom for grade three math lessons are 90 minutes
each day broken down into three parts with an activator, guided
practice, independent practice and assessment.
4. The experimental classroom will be broken up the same way except
they will have a block of Howard Gardner’s MI after and including
guided practice.
5. Educators were given Strategy cards (Appendix A) to aid in the
research. The cards had several questions to prompt them in their
questioning and to diversify the learning methods.

5. Collection Methods
Pretest
Posttest
Parents Survey
Student Journals
Educator Journals/Observations

6. Results
Pretest/Posttest Classroom One:
Students as a whole, over a two week period of instruction
did not show improvement in the speed or accuracy with
addition facts however improved slightly with multiplication
facts during the time testing tests.
Pretest/Posttest Classroom Two:
Students as a whole, over a two week period of instruction
showed improvement in the speed and accuracy with
addition facts along with multiplication facts during the time
testing tests.

7. Survey
Survey results revealed that most parents do not take an active role
in their child’s homework and promote independence with their
child’s learning. Both educators of classroom one and two saw
improvement with students who had the support from home with
their math facts.

8. Journal entries
Classroom One:
Journal entries were basic in nature, students were asked to write an
equation and explain how they came up with the answer. Then they
were asked to write their thoughts of the overall lesson. Students on
average stated they like math but found it hard to memorize all the
facts. Student also stated reservations when it came to playing around
the world, stating they were not good enough and where embarrassed
when it was their turn.
Classroom Two:
Students were given variations of tasks to complete in their journals.
Coloring equations with different representations of objects to add and
multiple and reflect on how they perceived the new method of learning.
Lessons varied each day by implementing Howard Gardner’s Theory.
Students’ journal entries were engaging and students justify their
reasoning by having to explore outside the norm. The journals provided
opportunities for students to represent their mathematical idea using
different models and language techniques.

9. Observations
Educators observed students throughout the lesson, prompting
students to engage in higher thinking, and writing down what and how
students are completing the task at hand. Closely monitoring the
students and journaling their strengths and weaknesses, along with
what is keeping the students engaged to enrich their learning.
Observations are used to adjust the curriculum and provide alternate
avenues for accomplishment and success. The educator in classroom 2
indicated she saw an enormous change in the engagement of students
when implementing the theory. Students enjoyed raping to the
multiplication facts and were starting to memorize the math facts at a
higher rate. The educator of classroom two stated in her entries where
and how she saw room for improvement.

10. Reflection
Today’s classroom has increasing diversity among students
in terms of language, culture, religions, ability, and
experience, it becomes important to find strategies that
meet the needs of all students. A variety of teaching
approaches, engage with families and communities to
support life-long learning is the key. Gardner’s Theory can
become an imperative tool to support the frameworks, aid
teachers in designing classrooms, and meeting the
individual needs of the diverse student body.

11. Final Thoughts
Although the research sheds light on the implications of using
Howard Gardner’s MI Theory in a classroom there is much
more needed to fully understand the retention in later years.
The study was limited in time for most students to show
improvement. Although by the end of week two students in
classroom 2 made a positive advancement in the speed and
number of problems completed. The research would have to
follow a group of student who are subjected to Gardner’s
theory from the third grade to the eight grades to truly see if
this theory will aid in students’ retention and mastering of
basic math skills.