Exploring Whether Multiple Intelligences Facilitate ‘Valuing and Working With Difference ’ within Mathematics Classrooms

This paper employed observational and interview data to explore how Gardner’s Multiple Intelligences points of entry assist teachers in catering for student diversity within primary mathematics classrooms. Drawing upon a sociocultural research approach the study found that Gardner’s multiple points of entry facilitate some ‘valuing and working with difference ’ within classrooms. Catering for the diverse needs of students within primary school mathematics classrooms is becoming more relevant than ever. Statistics show that Queensland’s population is becoming increasingly diverse (Department of Education Training and The Arts, 2006). However, the Queensland School Reform Longitudinal Study (2001) study showed that ‘valuing and working with difference ’ was virtually non-existent in many primary classrooms. At an international level, Boaler’s (2007) research noted that teacher’s pedagogy can unknowingly portray the mathematical ideas of the dominant culture and undermine concepts from non-dominant cultures. To this end, teachers need to identify and embrace teaching strategies that value all students ’ backgrounds, both socially and culturally to ensure that students are successful within mathematics classrooms (Cobb & Hodge, 2002). In mathematics classrooms, ‘difference ’ has mainly been identified as differences in ‘ability ’ and addressed by teachers through ability grouping strategies. However, research shows that ability grouping has negative effects on the social and personal development of students in the lower ability groups (Hallam, Ireson, & Davis, 2004; Zevenbergen, 2003) and that low-income minority students are disproportionately represented in these groups (Boaler, 1997). In addition, there is evidence that mixed ability within-class grouping is more effective in attaining high standards of outcomes for all students (Jones & Bouie