It is an important issue to explore classroom environments which are conducive to developing students'mathematical performance. This study explores the effects of different classroom environments(solution-demand and corresponding-time setting) on mathematical performances. Fourteen and eighteen prospective teachers were required to prove a task under different conditions respectively:

a)Cognitive demand of multiple-solution corresponding time of three hours, and

b) Cognitive demand of a right solution corresponding time of 20 minutes.

We used SOLO as the assessment tool for mathematical performance from quality perspective. Significant differences were found in the quantity and quality of mathematical performance. The regular environment focusing on speed and accuracy were found to be directly linked to low levels of performance. The findings above provide implications to the cognitive benefits of multiple-solution demand and corresponding time setting.