The aim of this research is to reveal that to teaching activities which are designed according to the Multiple Intelligence Theory have effects on the students success in mathematics and on the permanence of the knowledge learned. This research has been carried out the fourth graders at Gazi University Foundation Private Primary school. Among all the classes, two of them were selected, 4-A was selected as an experimental group and 4B as a control group considering their pre-test points. The groups attending to the research were applied a permanence test which examines the behaviors that have to be gained before the subject to be taught, after the subject and the month after the completion of the subject. The points acquired from pre-test were used in order to balance the groups and final test points were used in order to determine the success points and permanence test was used in order to bring up the level of oblivion. It is found out that the average of the final test’s points of the experimental group who studied in accordance with Multiple Intelligence Theory was 18.08, were as the average of the final test’s points of the control group was 15.95. The t point was determined as 2.55 in the analysis of t test. Because of the fact that the table t point in the level 0.5 was 2.06 it is understood that the result is to the advantage of the experimental group.