Classroom design of prospective middle school mathematics teachers

Atay Mutlu A. , Yıldız P.

International Conference on Mathematics and Mathematics Education (ICMME 2019), Konya, Turkey, 11 - 13 July 2019, pp.370-371

  • Publication Type: Conference Paper / Summary Text
  • City: Konya
  • Country: Turkey
  • Page Numbers: pp.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

grade level.

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.

MSC: 97


[1] C. A. Guardino, E. Fullerton, (2010). Changing Behaviours by Changing the Classroom

Environment. Teaching Exceptional Children, 42(6) (2010) 8-13.

[2] S.J. Philips. The Ideal Learning Environment: Case Studies of Design Solutions for Schools.

The Impact of Classroom Design, ERIC, ED473986, 2001.

[3] 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.

[4] 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.