El logro académico estático y dinámico en matemática desde el modelo de las inteligencias múltiples

• Main Author: Sandra Mariel Intelisano
• Format: Article
• Language: Spanish
• Published: Universidad Francisco de Paula Santander 2017-01-01
• Series: Ecomatemático
• Subjects: multiple intelligences; academic achievement in mathematics; statistical academic performance; dynamic academic performance
• Online Access: https://revistas.ufps.edu.co/index.php/ecomatematico/article/view/1391/1359

The present study analyses the relation between Multiple Intelligences (Logical-Mathematical, Verbal-Linguistic, Visual-Spacial, Musical-Rhythmic, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, their scales and subscales), in the light of Gardner’s Multiple Intelligences theory, and academic achievement in Mathematics, an area strongly criticized for its high rate of low test scores. Data derived from MIDAS-Teens scales and Mathematics disciplinary tests make it possible to contrast the general hypotheses H1: Stepwise multiple correlations between the Multiples Intelligences, their scales and subscales, and Static and Dynamic Academic Results in Mathematics, are statistically significant, the derived hypothesis H2: Stepwise multiple correlations between the Logical-Math Intelligences and their subscale School Math, and Dynamic Academic Results in Mathematics, are statistically significant, H3: Stepwise multiple correlations between the Logi-cal-Math Intelligences and their subscale Everyday Skill with Math , and Static Academic Results in Mathematics, are statistically significant, and H4: The Pearson bivariate correlation between the Static and Dynamic Academic Results in Mathematics is positively significant.