International Conference on Mathematics and Mathematics Education (ICMME 2019), Konya, Türkiye, 11 - 13 Temmuz 2019, ss.370-371
There are many factors that affect teaching and learning. One of these factors is
design of classroom environment. Environmental modifications are affective methods
supporting classroom management and a well-designed classroom supports positive
relationship between the teacher and students (Guardino and Fullerton, 2010). In
addition, classroom setting can help to increase academic engagement and to
decrease disruptive behaviours (Phillips, 2001; Guardino and Fullerton, 2010;
Guardino and Antia, 2012; Rimm-Kaufman, Paro, Downer and Pianta, 2005). Philips
(2001) conducted case studies with four elementary schools, which have changed
design of their school and results of all four studies showed that constructing a
positive learning environment and increasing academic achievement are possible
with good interior design. In this respect, the purpose of this study is to investigate
ideal mathematics classroom environment in prospective middle school mathematics
teachers’ minds and to compare elements of classroom environment according to
Drawings, as a qualitative method, was used for this study. The participants of
this study were 262 prospective middle school mathematics teachers in elementary
mathematics teacher education program at Erciyes University. The sample groups
includes 69 first grade, 66 second grade, 72 third grade and 55 fourth grade
prospective teachers. The data was collected at the end of spring semester.
Participants were given a blank paper and asked to draw ideal mathematics
classroom that they imagine. Prospective middle school mathematics teachers
focused on seating arrangement and location of blackboard. The most preferred
seating arrangements are semicircle (horseshoe), double horseshoe, row-and-
ISBN: 978- 605-184-176-2 370
column (traditional), roundtable, and clusters. Although some of prospective teachers
chose different seating arrangement, they added extra roundtable or clusters for
group works. Some students’ drawings includes computers in addition to desks and
they explained that students could use computers if they need. A few prospective
teachers design distance education classroom, online education classroom and
computer-based classroom. Most of third and fourth grade prospective teachers
emphasized on having concrete materials in the classroom, but the vast variety of
first and second graders did not mention materials.
Key Words: Mathematics education, prospective teacher, classroom design.
 C. A. Guardino, E. Fullerton, (2010). Changing Behaviours by Changing the Classroom
Environment. Teaching Exceptional Children, 42(6) (2010) 8-13.
 S.J. Philips. The Ideal Learning Environment: Case Studies of Design Solutions for Schools.
The Impact of Classroom Design, ERIC, ED473986, 2001.
 C. Guardino, S. D. Antia, Modifying The Classroom Environment to Increase Engagement and
Decrease Disruption with Students Who Are Deaf or Hard of Hearing, Journal of Deaf Studies
and Deaf Education, 17(4) (2012) 518-533.
 S. E. Rimm-Kaufman, K. M. La Paro, J. T. Downer, R. C. Pianta, The Contribution of
Classroom Setting and Quality of Instruction to Children’s Behaviour in Kindergarten
Classrooms. The Elementary School Journal, 105(4) (2005) 377-394.