1. Explain the Theory of Multiple Intelligences and Examine Its Implications for Schooling. (E.G. Classroom Practice, Curriculum Provision and Assessment).

Theory of multiple intelligences , Education , Mathematics

"Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do…" (Gardner, 1999 ch1, p1-3)

Howard Gardner's developed theory of multiple intelligences has been a positive and influential contribution to the study of education and learning. Gardner's theory has enabled researchers and educators to alter and rethink their views regarding an individual's intelligence and ultimately what factors may contribute to the educating of specific individual intelligences. Based on Gardner's theory of multiple intelligences, there are seven identified areas of intelligence. These include: linguistic, logical-mathematical, musical, bodily-kinaesthetic, spatial, interpersonal and interpersonal.

Gardner's further research clarifies that every individual possesses the seven different areas of intelligence, but depending on each different individual's cultural environment and biological make up, certain areas will be stronger than others. The impact of Gardner's theory has allowed theorists such as Sternberg to further extend on the theory of multiple intelligences as well as incorporate this theory into other ideas and practices throughout educational research fields. It is essential that all educators incorporate the theory of multiple intelligences within the learning environment to allow all children to express their focal intelligence. This includes incorporating the multiple intelligence theory in curriculum provision, classroom practice and assessment to ensure a beneficial and provisional learning environment.

In the early twentieth century, it was generally believed that intelligence was a single entity which was inherited and that human beings were referred to as being a "blank slate". (Gardner; 1993; p.23) This was commonly referred to as associationism and governed the way of education and learning prior to...
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