According to Piaget, knowledge is constructed when an individual interacts with his/her own environment. Therefore, teachers role has changed from directly transmitting knowledge to students towards designing a classroom environment in which students can interact with physical and social environment. In this context, the structure of learning environment has changed. This study aimed to observe middle school mathematics pre-service teachers perceptions about classroom environment design models. Sample included eighty-nine pre-service teachers that were at the last year of Elementary Mathematics Education program in 2002-2003 academic years. In this study, mathematics pre-service teachers were asked to draw and explain classroom environments in their mind. Data was categorized and analyzed. It was concluded that pre-service teachers mostly drew teacher-centered classroom environment designs supported with different teaching materials and with different seating organizations. Moreover, it was found out that they could not reflect on studentcentered designs at expected levels.
Key words: Mathematics Education, Classroom Design, Student Teacher
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