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


3rd World Conference on Educational Sciences (WCES), İstanbul, Turkey, 3 - 07 February 2011, vol.15, pp.743-750 identifier identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 15
  • Doi Number: 10.1016/j.sbspro.2011.03.176
  • City: İstanbul
  • Country: Turkey
  • Page Numbers: pp.743-750
  • Keywords: Pre-service mathematics teachers, learning style, brain dominance
  • Dokuz Eylül University Affiliated: Yes


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 pre-service 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. (C) 2011 Published by Elsevier Ltd.