An examination of brain dominance and learning styles of pre-service mathematics teachers

Abstract

The aim of this study is to determine the brain dominance and learning style profiles of pre-service mathematics teachers and establish the relationships between them. The study, which was conducted with survey model, was carried out with the participation of 273 pre-service mathematics teachers. “Brain Dominance Analysis” and “Learning Style Inventory” were used as data collection tools in the study. As a result of the analysis of data, it was determined that pre-service mathematics teachers usually preferred “converger” and “assimilator” learning styles. The analysis revealed that “C” and “D” brain quadrants of preservice teachers were dominant. Statistically significant differences were found in A, B, C quadrants of brain dominance analysis scores according to learning styles. In all of the learning styles, C quadrant received the highest scores, while A quadrant received lowest. In the study, a high-level correlation was not found between learning style dimensions and dominant brain quadrants.

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