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 4.3.12

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

138

Table 4.3.13

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

139

Table 4.3.14

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

139

Table 4.3.15

Comparison between 5^th grade teachers and their pupils;
enjoyment

141

Table 4.1.16

Comparison between teachers of 5^th graders and their
pupils; motivation

141

Table 4.3.17

Comparison between 5^th grade teachers and their pupils; a
sense of security

142

Table 4.3.18

Comparison between 5^th grade teachers and their pupils; a
sense of progress

143

Table 4.3.19

Comparison between 5^th grade teachers and their pupils;
deployment

143

Table 4.3.20

Comparison between 8^th grade teachers and their pupils;
enjoyment

145

Table 4.3.21

Comparison between 8^th grade teachers and their pupils;
motivation

145

Table 4.3.22

Comparison between 8^th grade teachers and their pupils; a
sense of security

146

Table 4.3.23

Comparison between 8^th grade teachers and their pupils; a
sense of progress

147

Table 4.3.24

Comparison between 8^th grade teachers and their pupils;
deployment

148

CHAPTER 5

Table 5.1

Percentages of teachers of both age groups and 8^th graders
who referred to different aspects of promoting pupils’
enjoyment in learning mathematics

172

Table 5.2

Percentages of teachers of both age groups and 8^th graders
who referred to different aspects of promoting pupils’
motivation to learn mathematics

176

Table 5.3

Percentages of teachers of both age groups and 8^th graders
who referred to different aspects of promoting pupils’ sense
of security in learning mathematics

182

Table 5.4

Percentages of teachers of both age groups and 8^th graders
who referred to different aspects of promoting pupils’ sense
of progress in learning mathematics

186

Table 5.5

Percentages of teachers of both age groups and 8^th graders
who referred to each aspect of promoting pupils’ affective
attitudes of learning mathematics

189

CHAPTER 6

Table 6.1

Teachers’ views of advantages and disadvantages of each
teaching method

210

Table 6.2

Teachers’ views of advantages of adopting various teaching
methods in mathematics classes

212