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. 2025 Apr 13;15(4):517.
doi: 10.3390/bs15040517.

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

Tuğba Yulet Yılmaz  1 , Mustafa Gök  1
Affiliations

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

Tuğba Yulet Yılmaz et al. Behav Sci (Basel). .

Abstract

Mathematical activities, which have the potential to engage students cognitively, are an essential component of modern educational approaches. The design of learning environments that facilitate the full realization of the potential of mathematical activities is as crucial as the activities themselves. Well-designed physical, social, and emotional learning environments significantly contribute to students' holistic development. Pre-service teachers' perceptions regarding the ideal learning environment for mathematical activities can shape the quality of learning environments they will create professionally. This study explores the perceptions of pre-service primary school teachers and pre-service elementary mathematics teachers regarding the ideal learning environment for mathematical activities through their drawings and related reflections. This study employs a qualitative case study design, and data were collected through freehand drawings depicting ideal learning environments and semi-structured interviews with pre-service teachers. The analysis reveals five prominent components of the ideal learning environment for mathematical activities: purpose, instructional methods and techniques, teacher-student roles, seating arrangements, and interrelations among these components. The findings indicate differences in perceptions between pre-service primary school teachers and pre-service elementary mathematics teachers. Additionally, the results highlight that these components are interrelated within the learning environment, with the purpose component serving as a guiding factor for the others.

Keywords: drawings; learning environment; mathematical activities; pre-service teachers.

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Conflict of interest statement

The authors declare no conflicts of interest.

Figures

Figure 1
Figure 1
An example of a pre-service teacher’s drawing.
Figure 2
Figure 2
Drawings by pre-service primary school teachers in terms of the purpose component.
Figure 3
Figure 3
Drawings by pre-service elementary mathematics teachers in terms of the purpose component.
Figure 4
Figure 4
Drawings by pre-service primary school teachers in terms of the teaching methods and techniques component.
Figure 5
Figure 5
Drawings by pre-service elementary mathematics teachers in terms of the teaching methods and techniques component.
Figure 6
Figure 6
Drawings by pre-service primary school teachers in terms of the student role component.
Figure 7
Figure 7
Drawings by pre-service elementary mathematics teachers in terms of the student role component.
Figure 8
Figure 8
Drawings by pre-service primary school teachers in terms of the teacher role component.
Figure 9
Figure 9
Drawings by pre-service elementary mathematics teachers in terms of the teacher role component.
Figure 10
Figure 10
Drawings by pre-service primary school teachers in terms of the seating arrangement component.
Figure 11
Figure 11
Drawings by pre-service elementary mathematics teachers in terms of the seating arrangement component.
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