LogicalMathematical

Intelligence
Howard Gardners Multiple
Intelligence Theory

Howard Gardners 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.

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

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

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

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.

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

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.

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

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

CAREERS in MATH

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

More CAREERS

Physicist
Astronomer
Researcher
Architect
Statistician
Accountant
Detective
Lawyer
Economist

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.

Nikolai Copernicus, 1473--1543

Albert Einstein, 1879--1955

Sir Isaac Newton, 1642-1727

David Trayer, 1932--

Stephen Hawking, 1942--

Carl Sagan, 1934--1996

Euclid of Alexandra, 325 BC265 BC

Archimedes of Syracuse,
287 BC212 BC

Pythagoras of Samos, 569 BC475 BC

Johannes Kepler, 1571--1630

Galileo Galilei, 1564--1642

Rene Descartes; Pierre de Fermat

Blaise Pascal; Gottfried Wilhelm Leibnitz

Pierre Simon Laplace; Johann Carl Friedrich Gauss

Georg Friedrich Bernhard Reimann; Georg Cantor

Leonhard Euler; Joseph-Louis Legrange