Identification Of Cognitive Styles Among Mathematics Prospective Teachers

Abstract

Cognitive styles, an important concept in educational psychology, influence how teachers deliver instruction and how students engage with learning material. Understanding the cognitive styles of prospective teachers, especially in specialized subjects like Mathematics, is essential for developing effective teaching strategies. This study aims to identify the prevalent cognitive styles among Mathematics prospective teachers. Cognitive styles refer to individuals’ preferred ways of processing information and solving problems, which significantly affect teaching methods and learning outcomes. The research classifies cognitive styles into three categories: Integrated Style, Undifferentiated Style, and Split Style. Analysis of data from 566 Mathematics prospective teachers showed that 42.6% exhibited an Integrated Style, 21.9% an Undifferentiated Style, and 35.5% a Split Style. These findings have important implications for the design of teacher education programs and instructional strategies in Mathematics education.