MI + MI + CI: Could MI Theory, Multidisciplinary Instruction, and A Community of Inquiry, Sum Up to Math Engagement?

Abstract

Introduction:  This theoretical piece entertains the notion of increasing math class engagement through a combination of nontraditional frameworks. Research shows low student motivation and achievement in mathematics and the inability to transfer math concepts into real-life situations. Research also shows that that these deficits result from using traditional teaching methods. In this paper I propose a pedagogical blend of three existing and progressively popular frameworks: The process of teaching to Howard Gardner’s multiple intelligences, as a means of maximizing student learning in mathematics, is a way for students to make meaningful connections and relationships. The process of relating and linking two or more disciplines to mathematics is a way to help students make meaningful connections to real-life situations. Thirdly, the process of enabling a cooperative learning environment, whereby group discourse is supported in a community of inquiry setting, is a way to help students build sociocultural and interpersonal relationships, as well as increase their engagement in the learning process.