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Aim and Background: The purpose of the present study was to investigate the factorial structure and reliability of Persian version of the Multiple Intelligences Inventory.  Methods and Materials: First, this Inventory translated to Farsi. Then, it was retranslated to English and compared with the original version to find and correct the gaps between the translated version and the original version. Finally, after the pilot study and resolving the mistakes, the final Inventory was carried out for sample group consisting of 413 students studying in Humanities Sciences in Tabriz Payame Noor University (283 female, 130 male). In this study, Exploratory Factor Analysis was conducted on the items of scales, using a Principal Component Analysis, with Varimax Rotation. Results:  Resulte of factor analysis showed diffrent dimention for each subscales. For these factors assigned a name according to the content of the items. In this research item- total correlations and item discrimination power calculated. The reliability of the Inventory was obtained by internal consistency (cronbach alpha) and test- retest methods. Cronbach's Alpha coefficient for subscales was in the range between 0.74 untile 0.96; and correlation coefficient after four weeks retest was in the range between 0.68 untill 0.89, respectively. Cronbach's Alpha and test- retest coefficient showed that reliability of subscales is acceptable. Conclusions: According to the Results of this study can be councluded that Multiple Intelligences Inventory has appropriate psychometric properties for detemine individual intelligence profiles.    

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Aim and Background: Learning mathematics is difficult for ordinary students, and thus, twice as difficult for students with mathematics learning disability (MLD). Therefore, the purpose of this study was to study the effectiveness of training based on Gardner’s multiple intelligences on the performance of female students in third grade primary schools with MLD. Methods and Materials: The research method was experimental with pretest-posttest and control group. The research population included all female third grade primary students with MLD in Isfahan, Iran. From among them, 42 subjects were selected through cluster sampling and were assigned to intervention and control groups. Then, the intervention group was divided into 8 groups. The intervention groups received 6 sessions of Gardner’s multiple intelligence training (60-minutes each) and the control group participants were on the waiting list. The data collection tool was a teacher-constructed mathematical test (Multiplication operation). The data were analyzed using ANCOVA. Findings: Results showed significant differences between the mean math score of the intervention and control groups in the posttest and the follow-up (P < 0.001). The mean score of the intervention groups was significantly higher than the control group. Conclusions: According to the results, it can be concluded that mathematics education based on Gardner's multiple intelligences can be effective on the academic performance of students.