Teaching Mathematics through VerbalLinguistic Intelligence

Authors

  • Millard R. Mamhot Associate Professor Mathematics Department Silliman University Dumaguete City Philippines
  • Terence L. Havranek Chapel Hill High School Morrisville, North carolina
  • Alice A. Mamhot Mathematics Department Silliman University Dumaguete City, Philippines

Keywords:

Multiple intelligences, verbal-linguistic, mathematically under-prepared, pre-College Algebra, traditional lecture method

Abstract

This paper is based on a quasi-experiment conducted last SY 2009-2010. From six sections of Pre-College Algebra course offered during first semester in Silliman University, one section was randomly chosen to be taught using verbal-linguistic approach and another section was chosen as the control. The control section made use of the traditional lecture method. Preests were given to both sections as well as posttests. The topics covered were (a) operations on algebraic expressions, and (b) factoring. There were 37 students in the experimental group and 33 in the control group.

After the data had been analyzed using the method of Analysis of Covariance, the computed F-value for the pre-test is 26.276 with p-value of 0.00 and the F-value for treatment between Verbal-Linguistic and Control is 5.817 with p-value of 0.019. The first p-value of 0.00 signified that there is a relationship between pre-test results and post-test results and hence, the difference in the means between the control and experimental groups is due to teaching methods. The second p-value of 0.019 on treatment implies that the group that received using the methods of Verbal-linguistic instruction performed better than those that received using the traditional lecture method

 

Author Biography

Alice A. Mamhot, Mathematics Department Silliman University Dumaguete City, Philippines

Assistant Professor

Mathematics Department

 

References

Freire, P., “Pedagogy of the oppressedâ€, Continuum Publishing, New York, 1990.

Gardner, H., “Multiple intelligences: New horizonsâ€, Basic Books, New York, 2006.

Havranek, Terence L., “The traditional method versus methods that emphasize verballinguistic and musical intelligences in teaching precollege algebraâ€, Unpublished Master’s Thesis. Silliman University, Dumaguete City, Philippines, 2009.

Keast,S., “Learning styles in mathematics classroomsâ€, Retrieved October 15, 2009 from http://.math.unipa.it/ !grim/EKeast6.pdf, July, 2008

Kilat, K., “A fiveyear profile of college algebra students of Silliman University: A basis for offering developmental algebra courseâ€, Unpublished Master’s Thesis, Silliman University, Dumaguete City, Philippines, March, 2006

Mamhot, M.R. & Mamhot, A.A., “Learning Styles and Intelligences of the Mathematically Under-Prepared College Entrants in Silliman Universityâ€, Silliman Journal, vol. 50, no. 2, pp. 62-79, 2009.

Mamhot, M.R., Mamhot, A.A., & Kilat, K.S., “The prealgebra course: A bridge program for mathematically underprepared college entrants, Silliman Journal, vol. 48, no. 1, pp. 101115, 2007.

Silver, H.F., Strong, R.W., & Perini, M.J., “So each may learn: Integrating learning styles and multiple intelligencesâ€, ASCD,VA., 2000.

Wahl, M., “Math for humans: Teaching math through 8 intelligencesâ€, LivnLern Press, WA., 1999.

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Published

2014-02-15

How to Cite

Mamhot, M. R., Havranek, T. L., & Mamhot, A. A. (2014). Teaching Mathematics through VerbalLinguistic Intelligence. Asian Journal of Education and E-Learning, 2(1). Retrieved from https://ajouronline.com/index.php/AJEEL/article/view/727

Issue

Vol. 2 No. 1 (2014): February 2014

Section

Articles

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