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Understanding Pre-Service Teachers' Perceptions of the Ideal Learning Environment for Mathematical Activities Through

Tuğba Yulet Yılmaz¹, Mustafa Gök¹

¹Department of Mathematics and Science Education, Faculty of Education, Van Yuzuncu Yil University, 65080 Van, Türkiye.

Behavioral Sciences (Basel, Switzerland)

|April 26, 2025

Summary

Pre-service teachers envision ideal math learning environments with five key components: purpose, instruction, roles, seating, and their interrelations. Perceptions differ between primary and math specialists, with purpose guiding the overall design.

Keywords:

drawings learning environment mathematical activities pre-service teachers

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Area of Science:

Education
Mathematics Education

Background:

Mathematical activities are crucial for cognitive engagement in modern education.
Designing effective learning environments is vital for maximizing the potential of mathematical activities.
Pre-service teachers' perceptions influence the future quality of mathematics learning environments.

Purpose of the Study:

To explore pre-service primary and elementary mathematics teachers' perceptions of ideal learning environments for mathematical activities.
To identify the key components constituting these ideal environments.
To investigate potential differences in perceptions between the two groups of pre-service teachers.

Main Methods:

Qualitative case study design.
Data collection through freehand drawings of ideal learning environments.
Semi-structured interviews with pre-service teachers for detailed reflections.

Main Results:

Five prominent components identified: purpose, instructional methods, teacher-student roles, seating arrangements, and interrelations.
Distinct differences observed in perceptions between pre-service primary school teachers and pre-service elementary mathematics teachers.
The 'purpose' component emerged as a central, guiding factor influencing other environmental components.

Conclusions:

The study highlights the multifaceted nature of ideal mathematics learning environments as perceived by pre-service teachers.
Understanding these perceptions is essential for teacher training programs aiming to foster effective mathematics instruction.
The findings underscore the importance of a clear, guiding purpose in structuring all aspects of the learning environment.