A Heart–Mind Model for developing multidimensional thinking among mathematics teacher students: a quasi-experimental approach

This study aimed to experimentally verify the effectiveness of the Heart–Mind Model in developing multidimensional thinking among mathematics teacher students in universities. The study employed a quasi-experimental approach to examine the relationships between different dimensions of thinking and the impact of teaching using the Heart–Mind Model on multidimensional thinking. A multidimensional thinking test was applied, consisting of a cognitive thinking test, an emotional thinking scale and a practical performance test. The sample included 60 students from the Faculty of Education at Dhamar University, Yemen. The study’s findings revealed that cognitive thinking was positively correlated with both emotional and practical thinking. Similarly, a positive correlation was found between emotional and practical thinking. The results indicate that instruction using the Heart–Mind Model was associated with higher post-test scores; however, causal interpretation should be cautious. This model may be associated with improvements in multidimensional thinking within the present sample; further studies are needed to assess generalizability.