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

IOl

The findings from the 5^th grade teachers show that different teaching methods are
perceived to promote pupils’ attitudes differently. In addition there were large differences
in the extent to which the different methods were deployed.

The teaching methods deployed in mathematics classes most frequently, Individual work
and Individual help, were perceived by the teachers to promote a sense of progress and
a sense of security, but not to promote enjoyment or motivation. Teacher explanation,
which was frequently deployed, was perceived to be at best neutral in positively
promoting attitudinal aspects. A wide distribution existed in the extent to which Teacher
explanation was believed to promote pupils’ sense of security. Reading a textbook was
sometimes deployed, but was perceived as negative in promoting pupils’ enjoyment and
motivation. However, there was a wide distribution of responses.

Whole-class discussion was sometimes deployed, although there was considerable
variation between teachers. Group discussion was deployed less than Whole-class
discussion. The teachers perceived that both discussion-style teaching methods were
neutral in promoting pupils’ positive affective attitudes. Practical work, which was
perceived to promote enjoyment, motivation and sense of security, was hardly ever
deployed.

Overall the teachers reported that Using a computer was never deployed in their
mathematics classes. Generally, it was perceived as neutral in promoting pupils’
affective attitudes. However, there was wide variation in the extent to which it was
believed to affect motivation.

4.1.2: Descriptive statistics of the responses of 8^th grade teachers

Enjoyment

8^th grade teachers expressed neither agreement nor disagreement (3≤M<4) that
Practical work, Using a computer, Teacher explanation, Individual work, Individual help,
Whole-class discussion and Group discussion promoted their pupils’ enjoyment in
learning mathematics, although Practical work and Individual help received the most
positive responses. They expressed disagreement (2≤M<3) that Reading a textbook

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