Pre-service Mathematics Teachers' Views on an Inquiry-based Learning Environment Emphasising Mathematical Communication

This study examined pre-service mathematics teachers' views on a communicative learning environment based on an inquiry-based learning approach. In the research, the phenomenological research model was used. The research was carried out with 24 pre-service teachers studying in the Primary Education Mathematics Teaching program of a state university located in Istanbul. The data were collected using a semi-structured interview protocol comprised of eight items prepared by the researcher. In the analysis of the data, content analysis was conducted using a qualitative data analysis computer software package. Within the scope of the research, pre-service teachers were asked to evaluate the inquiry-based learning abased on mathematical communication, and their level of readiness for the process. The results showed that pre-service teachers had difficulties in adapting to the inquiry-based learning approach and the mathematical communication environment, but they found the course process useful and efficient. It was determined that pre-service teachers attribute the difficulties they experience during the process to some factors, such as teachers, past learning experiences, and the education system.pproach, the course they took with this approach, the learning environment