          
|
 The learner with high logical-mathematical intelligence, as Hoerr has stated, �enjoy working with numbers, want to know how things work, ask lots of questions, and collect items and keep track of their collections� (2002b). Also, H. M. Prescott has clarified further, �learners with this type of intelligence can easily sense logical or numerical patterns � reason both inductively and deductively, and discern relationships and connections� (2001). This intelligence involves not only completing mathematical and arithmetic calculations, but also pondering "in terms of patterns" and designs (Thompson & Thornton, 2002; Prescott, J. O., 2001). An educator can activate this intelligence by encouraging the students to use their �problem solving� (Thompson & Thornton) skills to resolve an issue and to solve other questions or dilemma. This intelligence can be not only be capitalized in sciences and math, but also in a language art class. For example, an English teachers asks for �making predictions in writing and literature, determining inferences, character motivation, the importance of setting and investigating theme and plot� which utilizes the participator�s �problem solving skill� and �logistical reasoning� (Thompson & Thornton). The above experience does not involve any calculation, yet it "awakens the logical or mathematical aptitude" and deductive or inductive reasoning (Thompson & Thornton; 2002). Such students need to engage actively in the "problem solving and reasoning", rather than the teacher explaining to the students or telling them (Thompson & Thornton,). Perhaps, an educator needs to consider that realization and appreciation of the connections between different �concepts� (Gardner, 1993) for and by the learners are more valuable, and perhaps as suggested by Gardner that the students can "reconstruct" and "reinvent" the concepts. The learner creates a longer lasting memory of the information, as result of reconstructing and regenerating the information and concepts in a number of new ways (Wade & Travis, 2000). As result of which, the learner gains a greater understanding from regenerating the concepts, as well as the learner engenders within his or her mind that concepts can be constructed in multitude of ways, which is more enjoyable than the rote memory.  |
| I like to count objects | I like to play board games |
| I like puzzles | I enjoy arithmetic |
| I keep my things neat and orderly | I like to use computers |
| I like to solve problems | I like to collect and classify things | I like to play with numbers | I like to play games that have rules |
