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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Deployment Ofdifferent teaching methods

Table 4.1.11 and Figure 4.1.10 below show that 8^th grade teachers reported that
Teacher explanation, Individual work, and Individual help were nearly always (4≤M<5)
deployed in their mathematics classes. Reading a textbook was sometimes (3≤M<4)
deployed, while Practical work and Whole-class discussion were hardly ever (2≤M<3)
deployed. Using a computer and Group discussion were never (1<M<2) deployed. These
findings were statistically significant. A relatively large distribution (1.0<SD) existed in
relation to the frequency of deployment of Reading a textbook, Whole-class discussion,
and Group discussion, suggesting considerable variation between teachers in the use of
these methods. Overall, the most commonly deployed method, Teacher explanation,
was not perceived as being highly beneficial in positively promoting any of the pupils’
attitudinal responses.

Table 4.1.11: Mean scores and Standard Deviation; deployment; perceptions of 8^th
grade teachers

The result ofa repeated measure ANOVA [F (8, 328)=81.12, p<. 01

Figure 4.1.10: Deployment of different teaching methods in mathematics classes;
perceptions of 8^th grade teachers

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

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