Интегративна дидактическа рамка за обучение по математика в началния етап: невропедагогически принципи и множествени интелигентности
An Integrative Didactic Framework for Mathematics Education at the Primary Level: Neuropedagogical Principles and Multiple Intelligences

Summary/Abstract: This study presents an integrative didactic framework for the design of mathematics education at the primary level, drawing on selected neuropedagogical principles and the pedagogical potential of Howard Gardner’s theory of multiple intelligences. The integration is carried out at the level of didactic design rather than by presenting the two perspectives as a unified theory of brain functioning or intelligence. The term “neuropedagogical principles” is used as a working designation for scientifically informed principles of learning that are applicable to the organization of mathematics learning activities. The theory of multiple intelligences is employed in a deliberately limited way as a pedagogical framework for diversifying forms of activity and representation, rather than as a means of diagnosing or labeling students according to stable “types.” The study is organized into two parallel research strands in Grades 1 and 4, through which the practical applicability of the proposed framework is explored in different classroom contexts. In the first strand, structured classroom observation in a natural learning environment is used to trace changes in five indicators among 24 Grade 4 students during the study of the area of a rectangle. Positive changes are observed across all indicators; these are interpreted as a tendency within the specific classroom context rather than as evidence of a causal effect. In the second strand, structured classroom observation was conducted with 13 Grade 1 students during an actual mathematics lesson on the topic “Rectangle.” Student performance was recorded across six indicators using a three-point scale. The highest proportion of fully observed performance was found in recognizing a rectangle and identifying its elements, while the lowest was found in self-checking; greater variability was observed in modeling, drawing, and interaction. Overall, the findings from the two research strands serve to provide context-specific practical piloting and refinement of the integrative didactic framework, in which the mathematical goal is linked to functionally selected representations and activities, adaptive support, and the gradual development of learner autonomy, self-checking, and reflection.

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