As parents and educators, we’ve all heard about “learning styles.” But why are they so popular? 1. People love to identify themselves as a “type” 2. They can provide order to a social environment 3. Offer a quick way to understand others But what if I told you that the idea of fixed learning styles is actually a myth? Let’s dive into what current research tells us about how children really learn and how we can best support their educational journey.

The Origin of the “Learning Styles” Myth

The concept of learning styles gained popularity partly due to Howard Gardner’s theory of multiple intelligences. Gardner proposed that intelligence isn’t a single ability, but rather a range of capabilities in areas like music, spatial reasoning, and interpersonal skills. However, his theory was never meant to suggest that we should teach children exclusively through their strongest “intelligence” or “style.”

What Does the Research Say?

Despite its popularity, there’s little scientific evidence supporting the idea that matching teaching methods to a student’s preferred learning style improves learning outcomes. In fact, cognitive psychologist Daniel T. Willingham has extensively written about the lack of evidence for learning styles.

The Hidden Costs of the Learning Styles Myth

While the idea of catering to individual learning styles may seem beneficial at first glance, it can actually be detrimental to both teachers and students.

So, How Do Children Really Learn?

While the learning styles theory may not hold up, it’s absolutely true that every child has unique learning needs. At Made for Math, we understand this deeply. Here’s what we mean when we say students learn differently:

Pro Tip: Even if you identify as having a visual strength, you still use other senses, like auditory input, to learn.

The Role of Strengths and Interests

While we don’t adhere to the learning styles myth, we absolutely believe in leveraging a child’s strengths and interests in education. Why? Because engagement is key to learning! When a child is interested, they’re more likely to pay attention and retain information. However, this doesn’t mean we only teach through a child’s strengths. Instead, we use their interests to make learning more engaging while still providing comprehensive instruction across all areas.

The Power of Effective Instruction

At Made for Math, we’ve seen firsthand how proper instruction can transform a child’s relationship with math. We’ve worked with students who initially struggled with mathematical concepts but, with the right support, developed a passion for the subject. Some even set goals to become math teachers themselves! Like one of our students, Catie, who dreams of one day becoming a builder or an inventor. Recently she told her mom she wants to teach math online like Ms. Bethany. Read the full story here.

This transformation isn’t about finding the right “style” – it’s about providing structured, multisensory instruction tailored to each student’s needs. We use research-based practices that have been proven to increase student achievement and confidence. See Sarah Powell’s article on Maths Practices You Can Count On.

What This Means for Parents and Teachers

1. Focus on needs, not styles: Instead of trying to determine if your child is a “visual” or “auditory” learner, pay attention to their specific learning needs and challenges. 2. Embrace multisensory learning: Whenever possible, incorporate multiple senses into learning activities. This benefits all learners. See this in action in our CRA video. 3. Use interests to boost engagement: Tap into your child’s interests to make learning more exciting, but don’t limit their learning to only those areas. 4. Seek research-informed instruction: Look for educational programs and methods that are grounded in research and can demonstrate real results.

Remember, every child has the potential to succeed in math and other subjects. It’s not about finding the right “style,” but about providing the right support, instruction, and encouragement. At Made for Math, that’s exactly what we strive to do every day.