Logical/Mathematical Intelligence
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Early Years (Birth-5)
Middle Years (5-9)
Intelligence Defined
By R.A. Hirsh
Pearson Allyn Bacon Prentice Hall
Gardner (1993, p. 143) describes logical/mathematical intelligence as “the ability to recognize
significant problems and then to solve them.” A mathematician seems to “sense a solution, or a
direction, long before they have worked out each step in detail” (Gardner, 1993, p. 143). This
definition suggests powerful reasoning ability. It also indicates that mathematical knowledge
reaches far beyond a memorization of facts and algorithms.
Mathematical intelligence involves a process. A problem must be identified, recognized as
something worth solving, an algorithm is then identified and/or created, and a solution is
attempted. Intelligence in this area requires a true understanding of how mathematics and logic
work in the real world, in everyday life. Understanding the why in mathematics truly indicates an
understanding of mathematic processes.
The National Council for the Teaching of Mathematics (NCTM) defines mathematics as the
attainment of mathematical power. “Mathematical power includes the ability to explore,
conjecture, and reason logically; to solve nonroutine problems; to communicate about and
through mathematics; and to connect ideas within mathematics and between mathematics and
other intellectual activity. Mathematical power also involves the development of personal selfconfidence and a disposition to seek, evaluate, and use quantitative and spatial information in
solving problems and in making decisions” (NCTM, 1989, p. 1). Mathematical power instills
confidence and certainty. Mathematical power allows the child to develop, create, and control
numerical thought processes. The NCTM (1989) has identified thirteen curricular standards that
help children gain mathematical power. The standards are applicable to children from
kindergarten to fourth grade. Learning these key mathematical concepts helps the child develop
mathematical power, which creates the necessary foundation for mathematical intelligence.
The standards include the following mathematical concepts:
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Problem Solving
Communication
Reasoning
Connections
Estimation
Number Sense and Numeration
Whole Number Operations
Whole Number Computation
Geometry and Spatial Sense
Measurement
Statistics and Probability
Fractions and Decimals
Patterns and Relationships
Concepts taken from the curriculum standards in Curriculum and Evaluation Standards for
School, NCTM, 1989