There are many commonalities between calculative features of left brain dominance and solving mathematical problems in sequence, or recording proof processes analytically. Typical features of right brain dominance are matched with the need for intuition and creativity in mathematics for space and geometry. Therefore, it seems that mathematics education can contribute a lot to understanding the features of left and right brain dominance among different learners. In this study, we developed 70 items to discriminate the preference of brain application. From these results, it is aimed to establish a scale which can identify one as left brain type, right brain type, active brain type, passive brain type or general type brain type. Based on the asymmetric characteristics of the brain, we can design efficient, learner-centered learning methods optimized for the cognitive functions and neurological structures of learners. Such methods will be particularly helpful for improving their capacity of creative thinking and self-directed problem solving.