Multiple intelligences theory of mastery learning of assisted primary 3 mathematics lessons and in-class access to the persistence effect

The aim of this study is to determine effect of Mathematics education which is prepared using multiple intelligence theory of Mastery Learning on the students success in Mathematics and the permanence of the knowledge learned.The subjects on this research were chosen among the students having been educated in Ataturk Primary School in Diyarbakır, Çermik during the 2009-2010 academic year. In the research, from two classes whose pre-test average points are similar to each other, the students of 3-A were determined as the experimental group and the other class 3-B?s students were determined as the control group. The research was carried out with 58 students in total.The lessons are being told by the investigator in different hours to the experimental class and control class. At the experimental group the maths lessons in the third class,the geometry unit is processed with working papers and activities which are developed by the investigator. But at the control group the lessons are processed with the plans which are prepared according to the traditional methods. At the groups of experimental and control the hours of lessons are equal for the topics.In the research, pre-test and post-test experimental model was used. Firstly the pre-test was applied to the groups before application and then the post-test was applied to the groups after the application. The permanence test was applied to the groups four weeks after the end of the application. Collected data were analyzed via t-test using SPSS software. Results of the study can be summarized as follows;1. A meaningful difference between the post-test point averages of the experimental group and the post-test point average of control group which was interfered with traditional method,2. A meaningful difference between pre-test and the post-test point averages of the experimental group,3. A meaningful difference between pre-test and the post-test point averages of the control group,4. A meaningful difference in favor of experimental group about the success of students compared to traditional teaching applied in the control group in the teaching of Mathematics which was applied in the experimental group and was prepared using Multiple Intelligence Theory of Mastery Learning,5. A meaningful difference between the post-test and the permanence test point averages of the experimental group,6. A meaningful difference between the post-test and the permanence test point averages of the control group,7. A meaningful difference in favor of experimental group about the permanence knowledge learned compared to traditional teaching in the control group in the teaching of Mathematics which was applied in the experimental group and was prepared using Multiple Intelligence Theory of Mastery Learning , Have been reached.Key Words: Multiple Intelligence Theory, Mastery Learning, Mathematics Education, Success, Permanence