Logical-Mathematical

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= = = LOGICAL-MATHEMATICAL INTELLIGENCE =

Logical-Mathematical Intelligence (LMI) can is defined "as a person's ability to understand principal's of some kind of casual system, as a scientist does, or to manipulate numbers, quantities, and operations, as a mathematician does." This ability to understand science and math is placed at a high premium among educational profssionals. In fact, math is the only other core focus for curriculum besides the ability to read and write: completion of a mathematics course for every grade level is a national standard. Students in high school must take a math class every single year, or have the equivalent four years of math in high school to graduate. Logical-Mathematical has been singled out by Howard Gardner as the Intelligence most praised in schools. According to Dr. Grow, Piaget designed a way of testing for this ability, and it is the only of Gardner's intelligences that this can be done with. Because the education system loves statistics and assessable skills LMI is often pushed to the forefront of instruction, sometimes to the exclusion of all other intelligences. LMI relates to students abilities to see and understand scientific and mathematical theories. More specifically a student with a high LMI can see the relationships between big ideas such as biology and chemistry. A student may be able to apply the simple rules of mathematics, i.e. division, subtraction, multiplication, and addition, to solve long complex problems. A draw back to placing emphasis on this intelligence is that it is only plausible in concrete terms, solving a theoretical math problem requires more than just a strong LMI. With the world continuously moving forward in technology it is important that all students have a high LMI; however, other intelligences can be used in combination with LMI to cultivate this. Gardner argues that as educator's it is important that all of us employ several different intelligences simultaneously and not at the total exclusion to any other intelligence.

The opportunities for students with a strong LMI are almost incalculable. Some of their future jobs (to name a few) could be found in:
 * Future Employment Possibilities for Students with High LMI's:**


 * 1) Engineer-mechanical, industrial, electrical, civil, or computer
 * 2) Computer programmer
 * 3) Doctor
 * 4) Scientist
 * 5) Physicist
 * 6) Inventor (with other intelligence traits)
 * 7) Demolitions Expert
 * 8) Criminal or Social Justice
 * 9) Accounting
 * 10) Stock Market Trading


 * Traits of Students With High LMI:**
 * likes to count
 * likes to be organized
 * is very precise
 * good at problem-solving
 * recognizes patterns
 * likes math games
 * likes to experiment in a logical way
 * orderly note-taking
 * ability for abstract thinking
 * likes computers

Tech Resources for LMI:
The proliferation of technology and it's uses can be found in almost every classroom in the United States. Everything in the classroom from the computers to the Prometheus white boards are based on mathematical equations, and rendered by people who have a high intelligence in LMI. There are several resources available to educators to help develop the LMI in students, these range from instructional tools, to entire curricula. The key to incorporating LMI strategies into the classroom is understanding that they need to be diversified among the other intelligences. Students can increase their LMI through proper instruction and guidance. Gardner says that there is no such thing a person who is inherently bad at math or logical thinking. Instead these students lack the proper thought patterns that can enable them to understand these concepts. With the high emphasis on math in the curriculum and science soon entering the same plateau, it is important that we as educator's help students grapple with thinking in mathematical and logical terms. Below are a few resources available to help boost student's LMI's with annotated explanations of the sites and resources.


 * Math in Context (MiC):** [] Mic was developed in the Netherlands and brought to the United States in a partnership with the University of Wisconsin. The idea behind MiC is using real world examples to help students gain a better understanding of mathematical concepts. When the students are given math problems they are able to see the real world implications of what they are learning. This program has been developed into a full instructional curriculum for grades 6-8. The program has done several studies employing the MiC model in schools all across the country with amazing results. This website offers an overview of the course as well as sample lesson plans, how to videos, and assessments. Everything a teacher needs to introduce MiC can be found on the website link above.


 * Inspiring Breakthrough:** [] This website offers educator's lists of activities they can use in the classroom to help improve their students LMI aptitudes. The website is for building the intelligence of the individual and groups. The suggestions they make on this page about how to raise LMI's is easily transferable to the classroom.


 * The Cornerstone:** [] This is a free website developed by Angela Powell, who created work centers based on Gardner's theory of MI. The website offers free information and ideas for incorporating all of Gardner's theories through the use of creative work stations. The website is geared to elementary school teachers but there are also ideas for secondary teachers too. Angela has spent several years developing this idea and implementation of it. There are several testimonials from other educator's who have used her ideas and had great success.


 * Teachers Helping Teachers:** [|http://www.pacificnet.net/~mandel/] This website offers teachers a forum in which to share their ideas and questions. With hundreds of members, teachers can exchange their ideas about what works and what doesn't in the classroom. The website also functions as a kind of support group for new teachers who may be struggling with teaching or need extra advice about something. This site can help teachers who want to implement activities and instruction around Gardner's theory but aren't quite sure how. It allows for collage to collage exchanges that can help advance education.

= **WATSON!!!** =

The super computer built by IBM that was able to beat the two most successful human players to ever appear on Jeopardy!, and built with math and logic.

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//Images:// http://tu-istc301-sp11.wikispaces.com/Logical-Mathematical(image)
 * Citations:**

//Content//: Gardner H. (2000) //Can Technology Exploit Our Many Ways of Knowing?// Retrieved from @http://www.howardgardner.com/docs/Can%20Technology%20Exploit%20Our%20Many%20Ways%20of%20Knowing.pdf Feb. 26, 2010. Walnut, W. (2001-10) //How to Transform Your Self Imagine and Think Like a Genius.// Retrieved from @http://www.wilywalnut.com/logical_mathematical_intelligence/logical_mathematical_intelligence.htm Feb. 26, 2010 [Gardner, H.?] //Offices of Howard Gardner.// Retrieved from @http://www.howardgardner.com Feb. 26, 2010. Grow, G. //Writing and Multiple Intelligences// (a working paper). Retrieved from @http://www.longleaf.net/ggrow/7In/Logical.html Feb. 26, 2010

//Video//**:** Jeopardy! (Producer). (2010). //Watson the IBM Super Computer Does Jeopardy!.// Available from @http://www.youtube.com/watch?v=12rNbGf2Wwo&feature=player_embedded**.**