Diverse Thinking-Style Preferences in a University Course in Mathematics
Bibliographic Data
| ID | 13648293 |
|---|---|
| Authors | Jacobus G Maree (0000-0002-9492-8445, University of Pretoria, corresponding author), Tobia Steyn (University of Pretoria) |
| Year | 2001 |
| Volume | 89 |
| Issue | 3 |
| Pages | 583-588 |
| Publication date | 2001-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.2001.89.3.583 |
| PMID | 11824720 |
| OpenAlex | W2001381701 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
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
Cognition · Cognitive style · Course (navigation · Diversity (politics · Dominance (genetics · Mathematics education · Sociology · Style (visual arts · Chemistry · Cognitive and developmental aspects of mathematical skills · Educational Technology and Assessment · Engineering · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Learning Styles and Cognitive Differences · Mathematics Education and Teaching Techniques · Psychology · Social Psychology
| Citations per year | 0.1 |
|---|---|
| Citation span | 2005 - 2009 (5) |
| Highly cited | No |