Dienes (1960) extended this to suggest that children
whose mathematical learning is firmly grounded in manipulative experiences will be more likely to bridge the gap between the world in which they live and the abstract world of mathematics.
The authors call for new assessments that will accommodate different
learning styles, describing a student who, «blessed with bodily - kinesthetic intelligence» but weak in mathematics, struggles to
learn chemistry: «we'll need to find ways to compare his mastery of a body of material with the mastery demonstrated by someone
whose intelligence is in the logical -
mathematical realm.»