CONTRIBUTIONS OF MULTIPLE INTELLIGENCES TO THE CONSTRUCTION OF MATHEMATICS TEACHING IN THE EDUCATIONAL CONTEXT OF COLOMBIA

Abstract

The contributions of multiple intelligences to the construction of mathematics teaching in the Colombian educational context are fundamental to promoting more inclusive, diverse, and effective learning. According to Gardner, multiple intelligences recognize that students have different ways of learning and processing information, which implies that a single pedagogical strategy cannot address all the diversity of students. In the Colombian context, characterized by its cultural, social, and economic heterogeneity, applying this approach allows for the design of methodologies that adapt to different abilities and learning styles, thus promoting the active participation and comprehensive development of all students. Therefore, this article aims to analyze the contributions of multiple intelligences to mathematics teaching in Colombia. Furthermore, adopting an approach based on multiple intelligences requires ongoing teacher training and educational policies that promote diverse pedagogical practices. Training in differentiated strategies allows teachers to identify their students' individual strengths and design interventions tailored to their specific needs.