An examination of multiple intelligence domains and learning styles of pre-service mathematics teachers: Their reflections on mathematics education

Abstract

The present study aims to identify pre-service mathematics teachers’ multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the “multiple intelligence domains inventory for educators” and “learning style inventory” as the data collection instruments. The results of data analyses demonstrated that most of the pre-service mathematics teachers preferred “converger” and “assimilator” learning styles. The same analyses also revealed that the pre-service teachers had “logical-mathematical” and “visual-spatial” as their dominant intelligence domains. The results suggest that most pre-service teachers have “moderate” and “advanced” levels of intelligence domains. Level differences observed in non-dominant learning styles and intelligence domains were assumed to indicate individual differences. In the study, a high-level correlation was not found between learning style dimensions and multiple intelligence domains.