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

dc.authorscopusid 59751251800
dc.authorscopusid 57210767818
dc.authorwosid Gök, Mustafa/Hke-3867-2023
dc.contributor.author Yilmaz, Tugba Yulet
dc.contributor.author Gok, Mustafa
dc.date.accessioned 2025-06-01T20:03:27Z
dc.date.available 2025-06-01T20:03:27Z
dc.date.issued 2025
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp [Yilmaz, Tugba Yulet; Gok, Mustafa] Van Yuzuncu Yil Univ, Fac Educ, Dept Math & Sci Educ, TR-65080 Van, Turkiye en_US
dc.description.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. en_US
dc.description.woscitationindex Social Science Citation Index
dc.identifier.doi 10.3390/bs15040517
dc.identifier.issn 2076-328X
dc.identifier.issue 4 en_US
dc.identifier.pmid 40282138
dc.identifier.scopus 2-s2.0-105003496264
dc.identifier.scopusquality Q4
dc.identifier.uri https://doi.org/10.3390/bs15040517
dc.identifier.uri https://hdl.handle.net/20.500.14720/24978
dc.identifier.volume 15 en_US
dc.identifier.wos WOS:001477259300001
dc.identifier.wosquality Q2
dc.language.iso en en_US
dc.publisher Mdpi en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Mathematical Activities en_US
dc.subject Learning Environment en_US
dc.subject Pre-Service Teachers en_US
dc.subject Drawings en_US
dc.title Understanding Pre-Service Teachers Perceptions of the Ideal Learning Environment for Mathematical Activities Through Drawings en_US
dc.type Article en_US

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