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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measure ANOVA showed that these differences were statistically significant. Compared
with the findings for sense of security and motivation there is a greater consensus in
teacher beliefs here.

Table 4.1.4: Mean scores and Standard Deviation; a sense of progress; perceptions of
5^th grade teachers

The result of a repeated measure ANOVA [F (8,368)=25.30, p<. 01]

Figure 4.1.4: Pupils’ sense of progress promoted by different teaching methods;
perceptions of 5^th grade teachers

I PW I UC I RT I TE I IW I IH I WD I GD I

Deployment Ofdifferent teaching methods

Table 4.1.5 and Figure 4.1.5 below Showthat Teacher explanation, Individual work, and
Individual help were nearly always (4<M<5) deployed by the teachers. They reported
that Reading a textbook and Whole-class discussion were sometimes (3≤M<4) deployed
and that Practical work and Group discussion were hardly ever (2≤M<3) deployed. They
reported that Using a computer was never (1<M<2) deployed in their mathematics
classes. The results of a repeated measure ANOVA showed that these differences were
statistically significant. There was a relatively large distribution (1.0<SD) for Reading a
textbook and Whole-class discussion. Previous sections show that the 5^th grade
teachers indicated overall that they believed that Individual work, Individual help and
Practical work were the most likely to positively promote each of the four attitudinal

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