Theory of multiple intelligences and indicators of creativity and learner engagement in math textbooks

The present study qualitatively analyzes the first grade math textbooks of the United States, Japan and Iran based on the Guilford Creativity Index, Gardner Multiple Intelligences and William Rumi Learner Engagement Index. The problem of research is the difficulty and complexity of the first grade Iranian mathematics textbook for students. The study population includes the first mathematics books of the United States, Japan and Iran in 1397-98. Analyzes show that in the first Iranian mathematics textbook, based on the Guilford Creativity Index, divergent thinking has received less attention and no attempt has been made to cultivate students' creativity in the existing content. The level of attention to logical-mathematical intelligence in the content of the first mathematics book in Iran (with a frequency of 11) is very low. Mathematical concepts of Iranian books are more than the mental capacity of learners at this age, which confuses learners and thus leads to reverse performance in the learning process (13 <1).