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.