Abstract
Students’ characteristic strengths and preferences in the ways they take in and process mathematics information. A hundred and seventy four mathematics education students randomly selected from the Faculty of Education, Sana’a University were surveyed by using the Index of Learning Styles Questionnaire. The findings reveal that, 67.2%were classified as active learners, 88.5% were sensing learners, 70.7% were visual and 81.0% were sequential.
 An implication of these observations is that to improve the thinking and problem-solving skills of mathematics education students (high school preserves mathematics teachers). Faculty of Education should attempt to improve the quality of their teaching, which in turn requires
 understanding the learning needs of today’s mathematics education students and designing instruction to meet those needs.
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