Giftedness+in+other+areas

=Giftedness in other areas=

The domain of mathematics is only one of the many a student may be gifted in. Emphasis is often given to Gardner's multiple intelligences when discussing a multi-dimensional view of giftedness. There are eight forms of intelligence recognised by Gardner. For each I consider how to make mathematics more relevant to a student gifted in this area.

Verbal-Linguistic
This is the ability to think in words and use language to communicate meanings. Students gifted in this area should be encouraged to explain ideas verbally on in writing.

Logical-Mathematical
This is the intelligence which tends to be most prominent in gifted mathematics students. It focuses on calculations, quantifying, carrying out complex mathematical operations and perceiving relationships between variables. Most mathematics will develop this intelligence.


 * Bodily-Kinesthetic**

This involves manipulating objects and using a variety of physical skills. This can be introduced to mathematics through the introduction of more manipulatives (models of shapes in geometry, items to measure...) and by activities involving movement (physically demonstrating that the exterior angles of a polygon are 360º, or making graphs or shapes using people...).

Visual-spatial
This is the ability to visualise and perceive objects in space. Geometry, measurement, trigonometry and graphs naturally relate to this intelligence. Other fields could be connected by using visual representations as much as possible (images of patterns rather than numbers alone, connecting algebraic equations to graphical representations...).

Musical
This is the ability to discern pitch, rhythm, timbre, and tone. Mathematical and musical intelligences have been suggested to share connections. Ways to promote this include expressing mathematical formulae and concepts in song form as a way of demonstrating understanding or memorising content. It may also be interesting to study patterns present in musical notation.

Naturalist
This is related to observing, understanding and organising patterns found in the natural world. It can be extended to working with mathematical patterns, and classifying mathemetical objects (such as shapes or expressions) into different categories.

Interpersonal
This is the ability to understand and interact effectively with others. It may be promoted in mathematics through the use of more group work, discussion of material, and students teaching the class.

Intrapersonal
This is the capacity to understand and manages one's thoughts and feelings. This may be reflected in mathematics through expressing concepts in one's own words, and promoting autonomy in the classroom, allowing students to mange their own learning.

(Tayler, n.d.)