"The capacity to use numbers effectively (e.g., as a mathematician, tax accountant, or statistician) and to reason well (e.g., as a scientist, computer programmer, or logician). This intelligence includes sensitivity to logical patterns and relationships, statements and propositions (if-then, cause-effect), functions, and other related abstractions. The kinds of processes used in the service of logical-mathematical intelligence include: categorization, classification, inference, generalization, calculation, and hypothesis testing." (Armstrong 2)

DEVELOPMENT - Develops through childhood, and manifests itself as being most evident during the late teenage years. Math insight declines after age 40.

POTENTIAL - Student could explore careers as a scientist, mathematician, scientific research, creation and testing of mathematical theories, devising counting and classification systems, computer programming, etc.

COMMON STATEMENTS - "I can compute numbers in my head with ease," "Math and science are my favorite subjects in school," "I like playing games and doing brainteasers," "I'm interested in scientific current events," "I think that almost anything has a rational explanation behind it," "I am at ease when something has been measured or quantified in some way."

TEACHING STRATEGIES:

• Question Matrix

Students fill out a 6x6 matrix about a certain topic or idea. The matrix provides 36 total question prompts in a way that appeals to the logical-mathematical intelligence. Column headers are: is, did, can, would, will, might; and row headers are: what, where/when, which, who, why, how. Teachers can edit this particular matrix to suit their own topics.
• Socratic Method

Teacher uses skillfull questions to help students clarify their thinking about a topic.
• What If?

Students use logical arguments to answer "what if?" questions posed by the teacher. Students should support their reasoning and write their thoughts clearly and concisely.
• Find My Rule

Teacher makes boxes on the board and adds items to each box according to a rule or a concept. Students must guess the rule being used to categorize the items. Examples include: symmetry of shapes, obtuse or acute angles, etc.
• What's My Line?

Students figure out the far ends of a continuum line by induction as the teacher starts adding examples near the middle of the line. For example, teacher draws a long line on the board and starts writing names of items. The pole names could be "large" and "small," and students can yell out guesses after every addition to the line.
• Fact or Fiction?

Students create 3 statements, 2 true, 1 "fib." They work in groups where each student shares their statements and group members figure out which one is false. Teachers can use this as a class activity as well, with students holding up 1, 2, or 3 fingers to guess which statement given by the teacher is false.
• Sequencing

Students place events, numbers, equations, steps, or objects into a proper sequence according to certain rules. Can be done in groups, individually, or as a class.
• Who am I?

Students have a secret identity taped to their back and must figure it out by asking yes/no questions of their classmates.
• Jigsaw Problem Solving

Each teammate gets a clue to help their team solve a problem. As each clue is presented, the team decides what conclusions can be drawn from the information before the next clue is presented.
• Send a Problem

Teams make up problems to send to other teams to solve (this may be done individually or in pairs as well). Teams must solve and check their own problems before sending them on. Teachers can make this activity into a competition if they wish.

Ways to help Logical-Mathematically Intelligent Students Excel:

Classroom Environment Techniques