How Is Your Child Meant to Learn?

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Logical-Mathematical Multiple Intelligence

Also known as "number/reasoning smart", this multiple intelligence is strongly correlated with the traditional definition of IQ. Logical-mathematical multiple intelligence learners quantify or conceptualize information in order to process it. These kids naturally excel in mathematics, chess, computer programming, reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. When presented with a challenge in a weaker area of intelligence, encourage your child to think about activities or ways that can link these weak areas to their strongest intelligences.

Parents and extracurricular mentors that “think” like your child can help them start to approach school in general from a logical multiple intelligence tact. For instance, understanding why a plant starts as a seed from an evolutionary standpoint (perhaps weaving in the percentages of plants that succeed in rooting vs. never emerging from the pod) to putting out strong enough roots to sustain itself prior to fruiting (and accompanying likelihood) and, once again, to seeding within fruits so that their species has the best chance of being propagated elsewhere can help them better understand botany in a context that comes naturally to the learner with a preference for the logical-mathematical multiple intelligence.

Recommended Extracurriculars

Favorite activities of learners who enjoy viewing the world through a logical-mathematical multiple intelligence lens often include chess club, technology clubs, science classes.

This being said, each person has the ability to develop all eight multiple intelligences so even if your child is strong in the logical/mathematical multiple intelligence department, don’t fall into the trap of focusing all of your energies in one area and excluding the others. Rather, use your child’s innate strengths (most likely more than solely logical/mathematical multiple intelligence!) to approach challenges they may be having in weaker areas so that you can more effectively nurture a "whole" child.

Be sure to get a feel for how your child feels about a class you’ve selected for them by tuning into their spirit before and after class. They should have incredible energy, a positive attitude, a "present" focus (living in the moment), and a high level of self-esteem when talking about the class. If the class is not a good match for them, you’ll find more than just a resistance to go…your child will be irritable, make physical complaints or be asocial. They’ll drag their feet to go and be the first one out the door after the class is finished. If the teacher will allow it, it’s a great idea to audit the class with your child prior to enrolling—and pay attention to more than just what happens in the class...be aware of how your child is feeling and acting both before and after it.

By learning more about both learning and play behaviors of your children with regard to their multiple intelligence preferences, you will be better able to teach and parent in a way that celebrates and embraces your child's personality type, multiple intelligences and learning style, as well as help teachers, tutors and mentors understand how to make your unique child's seeds of potential blossom. Take our award-winning preference profile and unlock the keys to your child's potential now!

Are you a parent that is interested in going into more depth in the multiple intelligences? Kidzmet co-founder Jen Lilienstein has co-authored At Home with Multiple Intelligences with MI Institute Managing Director Julie Viens. You can enroll now here. 

Kidzmet highly recommends picking up a copy of In Their Own Way by Thomas Armstrong, Ph.D. (2000). New York: Penguin Putnam for additional book, game, activity and web site suggestions to encourage the development of your child’s gifts.

 References:

Descriptions of each MI type have been excerpted from Wikipedia definitions.

Recommendations for difference in approach to subjects your child finds challenging in a traditional curriculum: Gardner, et. Al.,Multiple Intelligences: New Horizons in Theory and Practice. (2006). Basic Books.

Extracurricular recommendations have been extrapolated from Thomas Armstrong’s large body of work, specifically In Their Own Way. (2000). New York: Penguin Putnam.