Logical-Mathematical Learner

Logical-Mathematical Learner

Chil­dren with logical-mathematical intel­li­gence can use num­bers effec­tively, under­stand pat­terns and rela­tion­ships, state­ments and propo­si­tions, and cause and effect. Logical-mathematical learn­ers enjoy explor­ing pat­terns and rela­tion­ships and doing activ­i­ties in sequen­tial order.

“The essence of math­e­mat­ics is not to make sim­ple things com­pli­cated, but to make com­pli­cated things sim­ple.” ~ Stan­ley Gudder

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Chil­dren gifted with logical-mathematical abil­i­ties enjoy explor­ing pat­terns and rela­tion­ships, and doing activ­i­ties in sequen­tial order. Logical-mathematical learn­ers enjoy activ­i­ties such as math, exper­i­men­ta­tion, prob­lem solv­ing, and rea­son­ing log­i­cally and clearly. Order, logic and sys­tem­atic way of pre­sent­ing infor­ma­tion works best for them, and they can use num­bers effec­tively, under­stand pat­terns and rela­tion­ships, state­ments and propo­si­tions, and cause and effect. Clas­si­fi­ca­tion, cat­e­go­riza­tion, mak­ing infer­ences, gen­er­al­iza­tions and hypoth­e­sis are easy for them. They enjoy using com­put­ing tools such as pro­grams, data­bases and spread­sheets, and can use them to devise exper­i­ments to test things not eas­ily understood.

Dis­cover your child’s logical-mathematical intelligence

Does your child love to explore pat­terns, cat­e­gories and rela­tion­ships? Does she com­pute arith­metic prob­lems quickly? Does she enjoy solv­ing math­e­mat­i­cal equa­tions? Does she enjoy using com­put­ers and tools such as pro­grams and spread­sheets? Is she able to group and order data and ana­lyze and inter­pret them to make pre­dic­tions? Is she able to rea­son things out log­i­cally and solve prob­lems? Does she love to play strat­egy games? Is she able to devise exper­i­ments to test things? Your child may be a logical-mathematical learner.

Use appro­pri­ate meth­ods and assess­ment instruments

Problem-solving sit­u­a­tions, question-and-answer for­mats, guided dis­cov­ery, inves­ti­ga­tions and exper­i­men­ta­tions, explo­ration of pat­terns and rela­tion­ships, sequenc­ing, pre­dict­ing out­comes, sci­ence exper­i­ments, num­ber games, mea­sure­ments, and log­i­cal rea­son­ing are appro­pri­ate teach­ing strate­gies. Sci­en­tific inves­ti­ga­tion, open-ended ques­tions, problem-based learn­ing, graphic orga­niz­ers, pat­tern games, logic and ratio­nal exer­cises, out­lin­ing, cal­cu­la­tion, deduc­tive and induc­tive rea­son­ing, and log­i­cal prob­lems are appro­pri­ate assess­ment instruments.

Ref­er­ences:
Gard­ner, H. (1993). Frames of Mind: the The­ory of Mul­ti­ple Intel­li­gences (10th Ed.). U.S.A.: Basic Books.
Gard­ner, H. (2006). Mul­ti­ple Intel­li­gences. U.S.A.: Basic Books.
Teele, S. (2004). Over­com­ing Bar­ri­cades to Read­ing: A Mul­ti­ple Intel­li­gences Approach. Cal­i­for­nia: Sage Publications.


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