Author(s)

Meihui Wang, Jian Liu

Corresponding Author

Meihui Wang

Abstract

The Multiple Intelligences Theory (MIT) provides a novel perspective for high school mathematics education, emphasizing the respect for individual differences among students and the exploration of their diverse cognitive potentials. Guided by this theoretical framework, this study investigates innovative teaching models and their practical implementation in high school mathematics classrooms. Through questionnaire surveys and classroom observations, we analyzed the distribution patterns of students' intelligences and subsequently designed hierarchical teaching objectives aligned with their dominant intelligences. The instructional content was structured into three tiers: foundational knowledge, extended applications, and innovative problem-solving. Diverse pedagogical strategies—including mathematical experimentation, group discussions, and project-based learning—were employed to enhance student engagement. A multi-dimensional evaluation system was established to assess not only academic performance but also the development of critical thinking, collaborative skills, and innovative capacities. Results demonstrate that this approach effectively motivates students and holistically improves mathematical literacy, offering actionable insights for reforming high school mathematics pedagogy.

Keywords

Multiple Intelligences Theory; high school mathematics teaching; teaching model innovation; pedagogical reform; cognitive diversity