Diverse thinking-style preferences in a university course in mathematics.
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.
Maree
J G
JG
Department of Educational Psychology, Faculty of Education, University of Pretoria, South Africa.
Steyn
T
T
D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D009483:Neuropsychological Tests; D013334:Students / Q000523:psychology*; D013850:Thinking