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

Table 4.1.19

Mean scores and Standard Deviation; enjoyment, 113
perceptions of 8^th graders

Table 4.1.20

Mean scores and Standard Deviation; motivation; 114
perceptions of 8^th graders

Table 4.1.21

Mean scores and Standard Deviation; a sense of security; 115
perceptions of 8^th graders

Table 4.1.22

Mean scores and Standard Deviation; a sense of progress, 116
perceptions of 8^th graders

Table 4.1.23

Mean scores and Standard Deviation; deployment; 117
perceptions of 8^th graders

Table 4.1.24

Table 4.2.1

Summary of the perceptions of 8^th graders                   118

Perceptions of pupils’ affective attitudes towards 123
mathematics learning as promoted by Practical work

Table 4.2.2

Perceptions of pupils’ affective attitudes towards 124
mathematics learning as promoted by Using a computer

Table 4.2.3

Perceptions of pupils’ affective attitudes towards 124
mathematics learning as promoted by Reading a textbook

Table 4.2.4

Perceptions of pupils’ affective attitudes towards 125
mathematics learning as promoted by Teacher explanation

Table 4.2.5

Perceptions of pupils’ affective attitudes towards 126
mathematics learning as promoted by Individual work

Table 4.2.6

Perceptions of pupils’ affective attitudes towards 127
mathematics learning as promoted by Individual help

Table 4.2.7

Perceptions of pupils’ affective attitudes towards 128
mathematics learning as promoted by Whole-class
discussion

Table 4.2.8

Perceptions of pupils’ affective attitudes towards 129
mathematics learning as promoted by Group discussion

Table 4.3.1

Comparison between teachers of different age groups; 130
enjoyment

Table 4.3.2

Comparison between teachers of different age groups; 131
motivation

Table 4.3.3

Comparison between teachers of both teaching age groups; 131
a sense of security

Table 4.3.4

Comparison between teachers of both teaching age groups; 133
deployment

Table 4.3.5

Table 4.3.6

Table 4.3.7

Table 4.3.8

Table 4.3.9

Comparison between 5^th and 8^th graders: enjoyment (1)       134

Comparison between 5^th and 8^th graders: enjoyment (2)       135

Comparison between 5^th and 8^th graders: motivation (1)       135

Comparison between 5^th and 8^th graders: motivation (2)       136

Comparison between 5^th and 8^th graders: a sense of security 136

(1)

Table 4.3.10

Comparison between 5^th and 8^th graders: a sense of security 137
(2)

Table 4.3.11

Comparison between 5^th and 8^th graders: a sense of 138
progress (1)