title: Diverse thinking-style preferences in a university course in mathematics.
abstract: At the University of Pretoria during 1999 the thinking-style preferences of three groups of students (ns = 50, 31, and 13) taking a first course in calculus were assessed using the Herrmann Brain Dominance Instrument. Analysis affirmed diversity in thinking-style preferences among the students and that the groups' scores represent a composite range of such preferences. Clearly, teachers of mathematics should be aware of and accommodate this diversity in instructional activities.
authors.affiliation: Department of Educational Psychology, Faculty of Education, University of Pretoria, South Africa.
authors.forename: J G
authors.initials: JG
authors.lastname: Maree
authors.forename: T
authors.initials: T
authors.lastname: Steyn
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D009483:Neuropsychological Tests; D013334:Students / Q000523:psychology*; D013850:Thinking