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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CHAPTER 4: COMPARISON OF TEACHERS’ AND PUPILS’ PERCEPTIONS
OF PUPILS’ ATTITUDES TOWARDS LEARNING MATHEMATICS AS
REFLECTED IN THEIR PERCEPTIONS OF THE TEACHING METHODS
DEPLOYED IN MATHEMATICS CLASSES

This chapter presents the results of the data analysis of the questionnaire related to
Research Question 1. This required a comparison of the perceptions of teachers and
pupils belonging to 5^th and 8^th grade regarding the pupils’ attitudes towards learning
mathematics, in relation to their perceptions of the teaching methods used in
mathematics classes. This analysis explores four aspects of pupils’ attitudes towards
learning mathematics: enjoyment, motivation, a sense of security and a sense of
progress.

• Enjoyment indicates the extent to which pupils enjoy learning mathematics.

• Motivation indicates the extent to which they feel that they want to try hard in learning
mathematics.

• A sense Ofsecurity indicates the extent to which pupils feel relaxed and comfortable
about learning mathematics.

• A sense of progress indicates the extent to which pupils feel they are making
progress in learning mathematics.

Pupils’ and teachers’ perceptions of the extent of deployment of different teaching
methods were also examined. Eight teaching methods, as recommended by the Ministry
of Education in Japan (1999) for use in mathematics classes, were considered. These
were Practical work, Using a computer, Reading a textbook, Teacher explanation,
Individual work, Individual help from the teacher, Whole-class discussion and Group
discussion. The questionnaire survey for both teachers and pupils used five-point rating
scales. For pupil attitudes towards learning mathematics in terms of teaching methods
from 5 to 1: absolute agreement, agreement, neither agreement nor disagreement,
disagreement and absolute disagreement. And for pupils’ perceptions of the frequency
of different methods from 5 to 1: always, nearly always, sometimes, hardly every and
never.

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