5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan

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friction between your pupils?’ might produce two interpretations. One, that the teacher
would not need to attempt to reduce such friction, the other, that the teacher would not
attempt to reduce friction between pupils even if they observed it. Therefore, a question,
which asked teachers how often they noticed friction between pupils in their
mathematics classes, was included in the main study. The statements were as follows:

• How often do you attempt to enhance your pupils’ satisfaction in learning
mathematics?

• How often do you attempt to promote co-operative attitudes among pupils?

• How often do you attempt to reduce your pupils’ difficulties in learning mathematics?

• To what extent do you agree that competition can be used to promote pupils’
motivation to learn mathematics?

• How often do you notice friction between pupils in mathematics classes?

3.4: The design of the interview sheet for teachers

Although the study employed a questionnaire survey as the main resource to explore
teachers’ and pupils’ perceptions, perceptions were also assessed qualitatively, through
open questions whereby the participants wrote responses in their own words. This was
employed for the teachers of both age groups and 8^th graders. In addition, the study
employed an interview technique with teachers as a follow-up. It aimed to widen the
range of questions asked, deepen understanding of the information obtained in the
questionnaire survey, and explore why the teachers were likely to perceive in a particular
way. Before the main data collection, a pilot study for the teachers’ interview schedule
was conducted with three elementary school teachers working with 5^th graders, drawn
from those helping to conduct the pupils’ main survey. This pilot study was conducted in
the form of a group interview, to examine to what extent deeper information would be
gained by conducting the interviews. Teachers taking part in the pilot study showed a
deep understanding of the issues. Three main questions were explored in the teachers’
interview.

1. Teachers’ perceptions of pupils* affective attitudes towards mathematics learning.

2. Teachers’ perceptions of the teaching methods used in mathematics classes.

3. Teachers’ agreement on using various kinds of teaching methods in mathematics
classes and their justification.

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