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

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.