Teachers’ Spatial ability, Numerical Reasoning, Abstract Reasoning and Verbal Critical Reasoning based on mathematics education literature seem to relate to teaching mathematics. As a relationship exist between the levels of individuals’ abilities and strategy choice and efficiency in mathematics education and base on the important role of field dependencies in Science education, this study investigate the possible relationship between mathematics teachers’ cognitive abilities and their cognitive style. The results of this study shown that mathematics secondary teachers with field dependent style have significantly lower Spatial ability, Numerical Reasoning, Abstract Reasoning and Verbal Critical Reasoning in contrast to mathematics teachers with Field intermediate and Field independent style. Recognizing teachers’ field dependencies helps us to know which type of teachers need more in-service classes to developing their cognitive abilities and help them to teach mathematics in a more scientific way and provide opportunities for their students to make connections, explore mathematics ideas, and develop mathematical understanding.

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