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

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