Which learning style is NOT directly addressed in Mrs. Dobbs' skip-counting activities?

The choice indicating that logical learners are not directly addressed in Mrs. Dobbs' skip-counting activities is accurate because skip-counting primarily emphasizes more overtly interactive or sensory-based learning styles. Visual learners benefit from visual representations, such as charts or number lines, allowing them to see patterns in skip-counting. Auditory learners can engage through verbal counting or songs that support skip-counting. Kinesthetic learners participate physically, perhaps by jumping or clapping to the rhythm of the counts.

Logical learners, while they may utilize reasoning and logical thinking in math, do not have a direct engagement through skip-counting activities that focus on the other three styles. Logical learners thrive on problem-solving and understanding concepts rather than the repetitive practice found in skip-counting exercises. This suggests that while the activity may still hold value for logical learners, it is not specifically tailored to their learning needs in the same way it caters to the others.