The purpose of this study is to research and find out whether the multiple intelligences theory based instructions in grade 6th Mathematics lessons have any effect on the students attitude to mathematics. The research is a semi-experiential study and was carried out in an elementary school in Kocaeli İzmit district using 70 sixth grade students as subjects in 2004-2005 academic year. The researchers used one experimental group and one control group. While the fractions unit was taught using the traditional methods in the control group, Multiple Intelligences Theory based lesson plans were used in the experimental group. The data gathered at the end of the experiment by using "Mathematical Attitude Scale" was evaluated with the statistical analysis method. As a result, it has been found out that instructions based on the Multiple Intelligences Theory have a positive effect on the students' attitude towards mathematics and the level of interest to mathematics when compared to the traditional teaching techniques.
Key words: Multiple intelligences theory, attitude towards mathematics, mathematics teaching, fraction
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