Classroom space is a fundamental field of interaction in which all interchange and determination activities between the person and the social environment can be developed. The purpose of this study is to demonstrate the systemic relationship between places and groups. It specifically investigates how the pedagogical reorganization of classroom space during the application of cooperative structured mathematical activities can lead to educational success. The method employed was action research. The research tools used were the sociogram, an observation guide and an archive, interviews, math tests and photos. The assessment of the programme was formative and final. The basic conclusion was that both the places the children created and the group have a systemic function in the classroom's educational environment because their structure and function have common characteristics. This systemic function led the children in the research classrooms to 'educational success'; they all did better in mathematical activities and tests than the children in the control classes. They particularly improved their ability to ask questions, to problem solving, to compare and combine information and thoughts, and to generalize their ideas and the mathematical concepts.