PEDAGOGICAL MODEL FOR THE DEVELOPMENT OF MATHEMATICAL COMPETENCES IN FIRST GRADE FOR BILINGUAL STUDENTS THROUGH THE THEORY OF MULTIPLE INTELLIGENCE
PEDAGOGICAL MODEL FOR THE DEVELOPMENT OF MATHEMATICAL COMPETENCES IN FIRST GRADE FOR BILINGUAL STUDENTS THROUGH THE THEORY OF MULTIPLE INTELLIGENCE

Summary/Abstract: The contemporary primary education system is increasingly characterized by linguistic and cultural diversity, posing significant challenges for the development of fundamental academic competencies in subjects like mathematics. This report investigates a multidimensional pedagogical model tailored specifically for first-grade bilingual students, integrating Howard Gardner's Theory of Multiple Intelligences, social-semiotic approaches to mathematical communication, and the implementation of cognitively "rich" tasks. The study addresses the critical problem of the "language barrier," which often leads to the misidentification of linguistic challenges as cognitive deficiencies in mathematical potential. By shifting the instructional focus from mere vocabulary acquisition to active participation in mathematical discourse practices—such as justifying, modeling, and generalizing—the proposed model provides a structured framework for inclusive education. The methodology employs the Concrete-Pictorial-Abstract (CPA) sequence to bridge the gap between physical manipulation and symbolic representation, allowing students to leverage their dominant intelligences—such as musical, spatial, or kinesthetic—as effective entry points into complex logical-mathematical concepts. This approach aligns with the latest global guidance on multilingual education, which advocates for treating the native language as a cognitive resource rather than a hindrance. Quantitative results from experimental implementation indicate a significant improvement in student performance, with average scores rising from 16.37 to 22.20 points, reflecting a 35.6% increase in mathematical proficiency. Qualitatively, the model fosters increased engagement, self-efficacy, and a more robust conceptual understanding by allowing "low threshold – high ceiling" access to all learners. The findings suggest that mathematical learning for bilinguals is most effective when it is multimodal, interactive, and personalized to the student's intellectual profile. The report concludes with comprehensive recommendations for restructuring classroom environments into "intelligence centers" and enhancing teacher training programs to support diverse learners in the initial stage of primary education.

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