The own paradigm of adopted intelligence in mathematics education can create differences in mathematics teaching strategies (Robert, 1997). If an individual’s intelligence is considered as a stable native of ability and a whole, his/her success in learning of mathematical concepts is associated with limits of his/her intelligence. Contrary to this belief, if intelligence is considered as a multiple capacity and a developing ability, educators will take responsibility of developing a child’s intelligence by considering the development level of each child in class. In Multiple Intelligence Theory (MIT), the aim of education is not only to enhance students’ academic successes but also to reveal and develop multiple intelligence capacities (Saban, 2001). When handling two approaches explained above, in the first approach, students are absolutely responsible for being successful in mathematics, but in the second one, teachers are responsible for designing, developing a learning environment, improving students’ capacities and making applications in this environment.