Abstract:

This research aims to instruct "fractions" to 6th graders in a learning environments based on "Multiple Intelligences Theory" and investigate the effect of such an environment on the mathematics achievement and retention levels of 6th graders. The research was conducted in a school in the İzmit Kocaeli area in two Grade 6 sections with a total of 70 students. At the beginning of the study, the experimental groups and control groups were given a Preliminary Mathematics Test, "Multiple Intelligences Poll" and  "Personal Information Poll". In the experimental group, "Fractions" was instructed using activities designed according to "Multiple Intelligences Theory" while in the control group "Fractions" was instructed using traditional teaching methods. . At the end of the study, both groups were given a "Mathematics Achievement Test" post test. Two months later, the post test was used again as a retention test. The findings from the research indicated a significant difference in the students' achievement and retention levels in favor of the group experimental group, which was instructed according to the "Multiple Intelligences Theory". Key words: Multiple intelligences theory, math instruction, fraction, retention level

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