According to psychologist Dr. Howard Gardner, kinesthetic learners respond to movement; they process information best by integrating movement -- of their own bodies or of other objects -- into their studies. Teacher Marissa Ochoa suggests teaching younger children to tell time by having one child "be the clock," holding his arms in the shape of a clock's hands, then asking other students to say what time it is. You can also use classification games. For example, you could have children sort numbered cards into "even" and "odd" piles.
Visual / spacial learners, as the name implies, learn visually. Use spacial relationships to help your students learn math concepts, for example, use matching games where students turn over cards. Have younger students match the symbols for adding, subtracting, multiplying and dividing with their names. Use cut-outs to help older students learn geometrical shapes, such as the difference between isosceles triangles and right triangles.
Auditory / verbal learners remember words, sounds, and other things they perceive through the sense of hearing. Use words to teach math, which is by nature associated with numbers. One way is to give your students word problems. Another way to use words to teach math is through mnemonic devices, such as "I saw two sides that were the same – isosceles," which uses S sounds to help students remember the definition of an isosceles triangle. Songs about math problems, such as those used in children's educational programs, can also help.
Interpersonal learners respond to interpersonal connections. For younger students, the concepts used by the Comprehensive School Mathematics Program, such as "fraction town" and "Edgar the Elephant," which translate concepts into stories about individuals, can help. For older students, you might consider pairing stronger students with weaker students. Allowing them to work on problems together gives relational learners the connection they need.