MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
----------------------

TEACHING GEOMETRY AT SECONDARY SCHOOLS
IN THE DIRECTION OF APPLYING MULTIPLE INTELLIGENCE THEORY

Major: Theory and methods of teaching Maths subjects
Code: 9.14.01.11

SUMMARY OF DOCTOR’S THESIS IN EDUCATION

HÀ NỘI - 2019


The work was completed at: Vietnam Institute of Educational Sciences

Science supervisor:
1. Assoc. Prof. Dr. Ton Than
2. Dr. Dang Thi Thu Thuy

Reviewer 1: ...........................................................
Reviewer 2: ...........................................................
Reviewer 3: ...........................................................

The thesis will be defended in front of the Institute's Thesis Evaluation Council,
conducted at Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi.
At ... ..... day ..... month .... year .....

The thesis can be found at:
- National Library

Educational Science, Vietnam Institute of of Educational Sciences, ISSN 0868
- 3662, No. 131, 8/2016, p.41.
Nguyen Trung Thanh (2017), Training and developing logical / mathematical
intelligence for students through teaching geometry at junior high schools,
Journal of Educational Sciences, Vietnam Institute of Educational Sciences,
ISSN 0868 - 3662, No. 143, 8/2017, p.61.
Nguyen Trung Thanh (2015), Some theoretical issues on Mathematics
teaching in MI at SS, Proceedings of Scientific Workshop of PhD Students
2015,Volume 2, Vietnam Institute of Educational Sciences , December 2015 .


1
PREFACE
1. The reason for choosing a topic
In recent years, the application of the achievements of modern psychology to
teaching mathematics has always been of interest to mathematic education
researchers, including Multiple Intelligence (MI) theory of American psychologist
Howard Gardner. This theory holds that each person has eight forms of
intelligence,including: Logical Mathematical Intelligence; Language Intelligence;
Space Intelligence; Body - Movement intelligence; Musical Intelligence; Spiritual
Intelligence (introvert); Communication Intelligence (extrovert); Natural intelligence.
Current teaching practice in schools often focuses on developing linguistic and
logical / mathematical intelligence. The teaching process ignores the learning
strengths through other forms of intelligence such as spatial intelligence,
communication intelligence, inner intelligence, natural learning, etc. of students.
Many students would be able to learn better if they were promoted their outstanding
intellectual forms in learning activities. MI theory expresses the viewpoint of human
education and the necessity in teaching, each type of intelligence is important and
each student has more or less his or her own learning strengths. Therefore, asking the
school, teachers need to help, stimulate the potential and create conditions for

students know how to use outstanding forms of intelligence to search, discover and
solve learning problems, through which they can improve the quality of teaching in
general, teaching Math in particular.
Stemming from the above reasons, we choose the research topic of the thesis,
"Teaching Geometry at secondary schools in the direction of applying Multiple
Intelligence theory".
2.Purpose of the research
Proposing some methods of teaching geometry at the secondary schools in the
direction of applying MI theory, contributing to improving the effectiveness of
teaching Maths at the Secondary Schools (SS).
3. Object and subject of the research
- Object of research: The process of teaching mathematics at at the SS in the
direction of applying MI theory.
- Subject of research: Methods of teaching Geometry at SS in the direction of
applying MI theory.
4. Scientific hypotheses
If some pedagogical measures are built and implemented appropriately in
teaching Geometry at SS in the direction of applying MI theory, it can contribute to
improving the quality of teaching mathematics.
5. Scope of research
- The topic focuses on teaching Geometry in grades 8 and 9 in the direction of
applying MI theory.
- Experiments were conducted at 2 Secondary schools in Thanh Hoa province.
- Experimental period: in 2 academic years 2015 - 2016; 2016 - 2017.
6. Research method
Focusing on using a combination of a number of methods such as: theoretical
research method; practical research methods; experimental pedagogy method; case
study method; professional method; Mathematical statistical method.
7. New contributions of the thesis
* As for the theory:

Intelligence; Spiritual Intelligence (introvert); Communication Intelligence
(extrovert). In 1999, he announced two more types of intelligence: natural
intelligence, survival intelligence. However, he still does not have enough evidence
to conclude that survival intelligence is a separate form of intelligence.
1.1.1.3. Some basic characteristics of MI theory
MI theory has some basic characteristics as following:
1) Differences: Howard Gardner argues that each person possesses eight forms
of intelligence and these forms of intelligence are not the same combination, at
different degrees in each person.
2) Practicality: Howard Gardner considers that intelligence is the ability of
solving problems in the reality of certain individuals, also the ability of producing or
creating effective products suitable for social needs. .
3) Inspiration: No matter how much the individual possesses forms of intelligence,
he or she can discover, train and develop it. The level of development of personal
intelligence is high or low depending on the pedagogical influence of teachers.
4) Integration: When solving a problem, not only one or two types of
intelligence are based but many different types of intelligence must be combined.


4
1.1.2. Research situation of teaching in the direction of applying MI theory in the
world and in Vietnam
The MI theory was published (1983). Until now, it has been studied and applied
in teaching by scientists in the world and in Vietnam. In the world, there are a
number of research works on teaching in the direction of applying MI theory,
typically: 1) The work "Multiple Intelligence in the classroom" by Thomas
Armstrong (1994a, 1994b, 2000), this work focuses on the curriculum, learning
environment, learning strategies, ways of managing, evaluating and designing
teaching plans for Multiple Intelligence;
2) Lirde Campbell's authors, Bruce Campbell & Dee Dickinson, have been

5
synthesize, infer and prove; Students who excel in spatial intelligence are allowed to
promote their competence in recognizing and observing geometric characteristics,
reading and understanding maps and recognizing images from different positions;
creating two-dimensional or three-dimensional symbols, drawing homogeneous
shapes, drawing symmetrical shapes; ...
1.1.2.2. Research in Vietnam
With the characteristics of teaching in Vietnam nowadays, there have also been
theses, dissertations and articles relating to the application of MI theory in teaching.
However, these studies have not clarified the theoretical basis, practical basis and
feasibility of teaching mathematics in general and geometry teaching in the direction
of applying MI theory in particular. Therefore, the study of Geometry teaching at SS
in the direction of applying MI theory is extremely necessary.
1.1.2.3. Thesis issues to be studied
The thesis studies some specific contents as following:
- Research the theoretical basis of teaching Mathematics at SS in general and
Teaching Geometry at SS in particular in the direction of applying MI theory. In
which, focusing on clarifying how to implement geometry teaching at SS in the
direction of applying MI theory.
- Research the situation of geometric teaching at SS in the direction of applying
MI theory.
- Research and propose some geometric teaching methods at SS in the direction
of applying MI theory.
1.2. Innovating method of teaching mathematics at SS in our country nowadays
One of the highlights of comprehensive education reform in our country is the
innovation of teaching method from focusing on content and knowledge to the
approach of developing learners' competencies, which means changing from teaching
what students have to know to guiding and orienting what students should know and
do in different situations and contexts. This approach also requires students to master
basic knowledge and skills but also focuses on the requirements of applying

Linguistic, spatial, communicative, personal, and natural intelligence, etc. also have
many opportunities for development.
1.3.2. Characteristics of students at SS in learning Geometry
1.3.2.1. Psychological characteristics of students at SS in learning.
Psychological characteristics of junior high school students develop according to
the uneven rule: Students at the same age, but their abilities and intellectual
development are not the same, their ability, forte, learning method , ... are also
different. This difference creates a separate face in the psychological life of students.
In a classroom with 50 students, there are 50 differences. All these characteristics
show that the selection of geometric teaching methods at secondary schools in the
direction of applying MI theory needs to create favorable conditions to attract and
make students' learning activities more positive.
1.3.2.2. Some manifestations of intellectual forms of secondary school students in
learning Geometry.
MI theory has eight different intellectual forms. However, in learning Geometry
at SS,each type of intelligence has different characteristic manifestations. For
example: students who are interested in ways of learning through literacy, listening,
and presentations often get linguistic intelligence ; students who are interested in
learning activities that require calculation, reasoning and proof tend to own logical /
mathematical intelligence, ; students who are interested in having lots of pictures,
pictures, colors have spatial intelligence ; students with communicative intelligence
are interested in learning in the form of teamwork, working in pairs, sharing tasks and


7
learning experiences in groups, in class to solve tasks together; students with
personal intelligence are interested in learning alone, show better results of working
alone than working with others, expressing an independent sense, or strong
personality; students with natural intelligence are interested in learning about nature,
animals related to lessons, interested in extra-curricular lessons, visiting zoos or

1.3.3.1. The teaching objectives must be clearly defined
Thomas Armstrong, a leading expert in studying the application of MI theory in
the classroom, said that the goal of teaching in the direction of applying MI theory is
to stimulate and promote the outstanding intellectual forms of each student. Students


8
who excel in any form of intelligence are promoted most of that kind of intelligence
through learning activities.
1.3.3.2. Providing many approaches of teaching content
The basic feature of the MI theory is to emphasize the differences between the
intellectual forms manifested in certain field, in which the type of intelligence has
developed significantly to achieve high results (in Mathematics, the logical /
mathematical intelligence has the most chance of development), the expression is
normal in the other fields. accordance with this distinctive feature in teaching
process, teachers need to: Implement content flexibly, avoid applying rigidly and
mechanically; Make a plan of teaching actively, adjust the content in the direction of
basic, streamline and supplement the actual teaching content to suit each type of
students; Focus on exploring and utilizing the content associated with students'
experiences in daily real life; Select, organize and design "knowledge packages" that
meet the needs of each individual or group.
1.3.4.3. Searching for (pointing out) opportunities to help students promote
intellectual forms
Opportunities for students to develop the intellectual forms in the process of
teaching geometry, are done through typical teaching situations of Mathematics such
as: teaching mathematical concepts, mathematical theorem, rules, methods of solving
math exercises. The opportunities to promote the types of intelligence are realized
through problematic teaching situations such as: forming new knowledge; exercising
- practicing ; reviewing - testing.
1.3.4.4. Diversifying forms of teaching organization, flexible combination of group

ii) Teaching techniques help students promote logical / mathematical
intelligence
- Create a situation that gives students the opportunity to practice calculating
skills; Practice predictive habits in problem solving. Apply logical knowledge to
confirm or refute predictions; Practicing skills of forward and reverse reasoning while
proving geometry; Exercise students know how to apply deductive methods and
manipulations of analytical thinking, synthesis, comparison, analogy, generalization,
specialization in problem solving;
Teaching materials include: mathematical documents (math books, math
reports, math exam questions), abacus, numerical tables, calculators, mathematical
software, scientific equipment.
iii) Teaching techniques to help students promote spatial intelligence
- Using drawings, pictures, diagrams, tables, video clips, documentaries ... to
convey or illustrate a content unit of mathematical knowledge; Expressing
mathematical objects, expressing concepts, relationships, mathematical properties by
drawing, maps, diagrams of thought to brief and summarize questions, exercises,
knowledge ; Organizing for students to perform measurement, drawing, rendering,
folding, cutting, creating shapes, .. helping students re-create spatial symbols,
arrangement, construction, and moving from image to image in mind, ... to create
new images, find new ideas..
Teaching materials include: Visual thinking exercises; geometry exercises;
drawings, pictures, charts, graphics; camcorders, cameras, cameras; graphic software;
use drawing software; Increase the use of visual media.
iv) Teaching techniques to help students promote communication intelligence
- Organizing activities in groups, teachers use cooperative teaching techniques
such as teaching in pairs, teaching techniques of "tablecloths", teaching techniques of
puzzle pieces, teaching according to angles, teaching according to group projects,
brainstorming; Create conditions for students to help each other (good students



applying MI theory, it is necessary to clearly analyze the curriculum and textbooks of
geometry subject at SS with teaching in the direction of applying MI theory; New
curriculum geometry at SS ( 2018) has many advantages for teaching in the direction
of applying MI theory.
1.4.2. The reality of teaching and learning Geometry at SS in the direction of
applying MI theory
The surveys show that teachers initially realized that geometry teaching at SS in
the direction of applying MI theory is to create opportunities for students to promote
their outstanding intellectual forms; Create conditions for all students' subjects to


11
participate in learning activities; Teachers and students need to respect individual
differences and needs. Students are given the task of learning in accordance with their
outstanding intellectual form. However, some methods, organizational forms and
teaching techniques can contribute to promoting the intellectual forms of students that
have not been regularly paid attention to by teachers; eachers have not implemented
teaching in-depth differentiation, questions and exercises give little application to real
life; Teachers do not organize teaching in the form of projects or groups.
Investigating and surveying students' opinions on geometric teaching in the direction
of applying MI theory, most students said that during geometry lessons, students were
rarely facilitated by teachers to promote their outstanding intellectual forms in learning
activities. The reason that the teachers are using teaching methods, form of teaching in
each lesson is still monotonous, not suitable for many students' learning methods, not
affecting the outstanding forms of intelligence, so only some students have excellent logic
/ mathematical intelligence to master the subject's knowledge and achieve high results,
while other students with other types of intelligence will face many difficulties in learning
Geometry, so their result has not been as expected.
CONCLUSION OF CHAPTER 1
The research results in Chapter 1 are the scientific basis for proposing geometric

lack of theoretical basis and teaching documentation. Therefore, in order to teach
geometry at SS in the direction of using MI theory effectively, it is necessary to have
an introduction document about teaching methods in the direction of applying MI
theory.
The research results in theory and practice mentioned above will be the basis for
us to conduct pedagogical measures in teaching geometry at SS in the direction of
applying MI theory, which will be presented in the next chapter of the thesis.
CHAPTER 2
SOME MEASURES OF TEACHING GEOMETRY AT SECONDARY
SCHOOLS IN THE DIRECTION OF APPLYING MULTIPLE
INTELLIGENCE THEORY
2.1. Orientation of construction and implementation of measures
2.1.1. Orientation 1: Ensuring the consistency between homogeneity and
differentiation of teaching
2.1.2. Orientation 2: Ensuring to promote students' activeness, independence and
creativity in learning
2.1.3. Orientation 3: Creating a teaching environment for students having
conditions to discuss and exchange their ideas with friends and teachers
2.1.4. Orientation 4: Orienting the goal of comprehensive development for
students, promoting outstanding intellectual forms and overcoming weaknesses in
the intellectual forms which are missed by each student .
2.1.5. Orientation 5: Ensure feasibility,be easy to apply for teachers and students
2.2. Proposing geometric teaching methods at SS in the direction of applying
Multiple Intelligence theory
2.2.1. Measure 1: Assess students' outstanding intellectual forms
2.2.1.1. Purpose of the measure
The purpose of the measure is to help teachers get the basic tools to investigate
the intellectual forms, detect the outstanding intellectual forms of each student.



completing the lesson. Phrases need to be used to describe such as: through the
lesson, the formation of a virtue of carefulness, honesty, patience, a sense of
responsibility, solidarity, awareness, respect, acceptance, approval, fascinating,
criticizing, rejecting, cooperating, adjusting, comply, changing, consolidating,
modifying, proposing, .... (linguistic intelligence, communication intelligence and
internal intelligence)
2.2.3. Measure 3: Exploiting, selecting and designing content in the direction of
applying Multiple Intelligence theory
2.2.3.1. Purpose of the measure
The goal of this measure is based on the goals of the lesson that have been


14
identified, the teacher selects the content to convey, designing a system of questions
and exercises that are suitable for each individual or group ( diverging questions and
exercises), exploiting and adding a number of questions and exercises that are
practical and interdisciplinary, with an impact on some outstanding forms of students.
2.2.2.2. Content and method of implementation
The content of this measure is implemented as following:
(1) Exploiting and designing teaching content in the form of differentiation.
The first group: The general group (referring to the outstanding students in
linguistic intelligence, spatial intelligence (gifted in Fine Arts), musical intellect,
physical and kinetic intelligence, .. but on the level and speed of comprehending and
solving the mathematical problem manifested at a normal or slow level). 1) Teachers
exploit and design questions and exercises that only apply knowledge to simple change
situations; 2) Teachers design questions, exercises, problems at a normal level, requiring
a moderate level of thinking; 3) For difficult questions and exercises, teachers can break
up the questions, exercises or re-set the problem, use language, visual words, explicit
questions to re-do the exercises and questions, problems, shortening, reducing
requirements thereby helping students to gradually realize how to solve each small part

typical teaching situations
2.2.4.1. Purpose of the measure
The purpose of this measure is to help students promote the characteristics of
their outstanding intellectual forms in situations of conceptual teaching, theoretical
teaching, teaching and solving math problems, thereby helping students occupy
knowledge, solve Math problems in the best way.
2.2.4.2. Content and method of implementation
a) Training for students to use the intellectual forms in teaching concept
With the purpose of training for students to effectively use the outstanding
intellectual forms, while teaching the theorem of teachers can follow the "four steps"
process as following: Step 1: Experiencing; Step 2: Formulating conceptual
definition; Step 3: Consolidation; Step 4: Applying into practice
b) Training for students to use the intellectual form in theorem teaching
Teachers practice for students to use effectively outstanding forms of
intelligence, when teaching theorem, teachers can follow the "four steps" process as
follows: Step 1: Experiencing; Step 2: Formulating the theorem; Step 3:
Consolidating theorems; Step 4: Applying
c) Training for students to use the intellectual form in solving math problems.
Teachers can train students to develop intellectual forms in specific steps as follows:
Step 1: Learning the content of the problem; Step 2: Finding a solution; Step 3:
Presenting the solution; Step 4: Evaluating and research the solution
Through teaching situations, including steps, each step has suggestions, leading the
way to promote outstanding forms of intelligence such as: linguistic intelligence
(fostering language in general, language of spoken mathematics in particular). Promote
the ability to read and understand the requirements, to read and understand pictures, to
use language and symbols to express and present solutions of problems, etc.Logical /
mathematical intelligence (Solving problems requiring proof, students have to analyze,
recall learned knowledge and reason logically, ...), spatial intelligence (drawing pictures,
observing drawings, drawing more auxiliary lines, auxiliary images, ..), communicative
intelligence (students are shared, exchanged and reflected their ideal and opinions while

(observing images, paintings, colors, drawing mind maps, ..); communication
intelligence (collaborative learning at the corner, communicating with students in the
other corners, ..); ...
you can design an angle with the following specific tasks:
-The "Reading - understanding and analyzing" corner, including textbooks,
reference materials, study cards. The task is to ask students to read and study
documents and answer the questions in the study sheet, analyzing and drawing
knowledge in each lesson.
- The "Observing – practicing " corner includes computers, projectors, videos /
clips, samples, practical items. Students' task is to observe pictures, drawings,
models, samples, films / videos / clips; perform measurement, drawing, folding,
cutting, ... through these manipulations, students collect information, process
information, and then discover and acquire their new knowledge.
- The “Applying” corner method , completing the exercises according to the
learning card. The task is to ask students to apply the basic knowledge of the lesson
to do the exercises. Organizing for students to do exercises to consolidate and deepen


17
knowledge; exercises to practice geometric thinking, logical thinking.
- The "Exploring, expanding and creating"corner method, the task of studying
at this corner is to ask students to apply math knowledge into social life and other
science subjects; to find ways to solve an exercise, to expand the exercise, and to
recommend a new exercise.
The learning steps basing on the corner method
Step 1: Prepare for learning with corner method
- Stable organization; Arranging corner/ learning area being suitable for
classroom space. Do this before class to save time.
- Each corner has enough equipment, learning materials matching the task at
each corner.


18
reliance and sense of responsibility (internal intelligence); developing skills of
communication and cooperation (communication intelligence); skills of using IT
such as: PowerPoint design, mind map design, computer manipulation, ... (spatial
intelligence); developing capabilities of revealing and solving problem (logical /
mathematical intelligence); developing skills of writing whole text (linguistic
intelligence), developing capacity of acting and seeking knowledge in life and nature
(natural intelligence). Specifically:
* Planning
- Select the project topic: Teachers and students propose ideas together,
determine the project topic and purpose. The content of the project may be in the
scope of mathematics or interdisciplinary subjects, in the curriculum or in extracurricular activities.
- The next step is to build the outline as well as the tasks to be done; the
expected product; the ways and time of implementing the project;
* Project implementation
- Gather information: Instruct students to use some technical devices such as
computers, cameras, newspapers ... The computers are used to search information on
the internet, use cameras for collecting images, make the content plentiful. Use tools
to measure length, width, height, etc. (promoting linguistic, spatial, internal and
communicative intelligence).
-Processing information: Methods of using statistics, analysis, comparison,
calculation, tabulation and charts are considered. Thereby, students evaluate,
comment, explain, draw conclusions (activating logical / mathematical intelligence,
spatial and linguistic intelligence);
- Discuss with the others: Exchange and discuss regularly, evaluate comments to
share data, confirm opinions, solve problems, check progress (communication
intelligence)
- Exchanging, asking the teacher / instructor: Regular discussions with teachers
to ensure the progress and direction of the project (communication

Here we use some of the following equipments: 1) Observing the learning process;
2) Interviewing; 3) Product reviews; 4) Assessing the learning records; 5) Evaluating
with survey questionnaire; 6) Using multiple choice; 7) Method of self-assessment:
CONCLUSION OF CHAPTER 2
In chapter 2, the author has proposed orientations for constructing and
implementing geometric teaching methods at SS in the direction of applying MI
theory. On the basis of theory and practice, the thesis proposes 6 methods of teaching
geometry in senior level of SS in the direction of applying MI theory, including:
Measure 1: Assessing the intellectual forms of students
Measure 2: Designing lesson objectives in the direction of applying MI theory
Measure 3: Exploiting, selecting and designing teaching content in the direction
of applying MI theory.
Measure 4: Training students to use the dominant forms of intelligence in typical
teaching situations.
Measure 5: Selecting and using the teaching methods, teaching techniques and
teaching aids in the direction of applying MI theory
Measure 6: Assessing the students' progress in the direction of applying MI theory.
Each measure has a certain function and role in teaching process in the direction
of applying MI theory. At the same time, the measures have a dialectical relationship
with each other, impact and support each other. Implementing synchronously all 6
measures will contribute to improving the effectiveness of teaching Mathematics in
Secondary School. The proposed pedagogical measures need to be pedagogically
experienced to assess their effectiveness.
CHAPTER 3


20
PEDAGOGICAL EXPERIMENT
3.1. Purpose and mission of pedagogical experiment
3.1.1. Experimental purposes

Interviewing, exchanging between with teachers and students; Researching products;
Case studies; Statistical method used to process data.
3.3.2. Results of pedagogical experiment
3.3.2.1. Analyze qualitative results
By observing the lesson time, collecting opinions via questionnaires and
interviewing 10 teachers in experimental schools, we found that:
* In control class (normal teaching): The way to organize students to conduct
learning activities is still very monotonous, has not created conditions for students to


21
promote outstanding intellectual forms, the students have not been active, selfactivating, self-gaining knowledge, they mainly perform activities according to
inquiries and instructions of the teachers. Students often learn passively, mainly listen
to teachers and take notes; the teachers only try to convey all the content of
knowledge in textbooks, the questions and exercises are very little extended or not
even added to inculcate the knowledge. Lesson content is not really integrated,
interdisciplinary and practical. Teachers have not created a learning environment yet,
so that all students have the opportunity to develop their outstanding intellectual
forms.the teachers only try to convey all the content of knowledge in textbooks.
*In the experimental class: Teachers apply teaching methods in the direction
of MI theory shown in lesson plans that we have designed, organized orientation,
adjusted, commented and assessed learning. In teaching process, teachers flexibly
apply teaching methods and techniques in accordance with the learning strengths of
each student and each group. In particular, teachers have specialized methods such as,
offering exercises requiring high levels of thinking for students with outstanding
logical / mathematical intelligence form and exercises requiring moderate thinking
for general/ common students. In addition, teachers give many questions, exercises to
apply knowledge into real life, interdisciplinary knowledge, ... The process of
operating the lesson, teachers have differentiated how to teach, how to suggest,
subdivide the problem, use explicit questions, reinterpret the problem more easily to

thinks Geometry is a difficult and abstract subject, which requires a lot of reasoning and
thinking. Whenever she has a difficult exercise without solution, she does not know how
to start . During the experimental lessons, teachers always create opportunities for Tra
M. to develop her language skills, cooperate and exchange with her friends, and
especially she is always practiced how to analyze difficult problems by using tricks such
as: deducing in the right direction or the opposite direction or subdividing the problem to
solve each part, especially training her to get a habit of groping, predicting solutions.
When we meet and discuss with her about the applied method during the lesson, she
considers that her dominant intellectual forms have been promoted, the non-dominant
intelligence types have been better, so she feels more interested in learning Math, her
result of Math is much better .
CONCLUSION OF CHAPTER III
Through the analysis of pedagogical experiment results, with the progress of
students, the teachers who teach experiments have highly appreciated the proposed
pedagogical measures and have considered that they can be applied well in the
condition of current schools. Experimental pedagogical results have confirmed the
correctness, feasibility and effectiveness of methods of teaching Geometry at SS in
the direction of applying MI theory.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
The thesis has done all the research tasks. Through the research process, we
have obtained some main results as follows:
- Systematize the basic theories such as: clarifying some terms related to
intelligence; According to MI Gard Howard's theory, each student has not only one but
eight intelligence types but the intellectual level of each student is different. Some
manifestations in the intellectual form of this student are different from those of the other
students. Each type of intelligence can develop by practicing and educating. Therefore,
teachers must understand this difference to offer appropriate pedagogical impact.
- Clarifying the necessity of applying MI theory to geometry teaching at SS .
Analyzing clearly the purpose of teaching geometry at SS in the direction of applying