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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Summary

Overall, the findings from 8^th grade teachers show that the different teaching methods
deployed in mathematics classes are perceived to impact on pupils’ affective attitudes
towards mathematics learning differently. There were substantial differences in the
extent to which the different methods were used.

The pattern of perceptions of 8^th grade teachers was very similar to that of 5^th grade
teachers. Individual work and Individual help, which were perceived to promote a sense
of progress, were frequently deployed. Individual help was perceived to promote
motivation and a sense of security as well. Teacher explanation, which was frequently
deployed, was perceived to be at best neutral in promoting positive attitudes towards
learning mathematics. Reading a textbook was sometimes deployed, but was perceived
as not promoting enjoyment or motivation. There was a wide distribution in the extent to
which Reading a textbook was seen to promote pupils’ sense of security and the extent
to which individual teachers deployed this method.

Although the teachers perceived that Practical work was neutral in promoting positive
affective attitudes towards mathematics learning, this teaching method was hardly ever
deployed in classes. Discussion-style teaching methods were reported to be deployed
less frequently at 8^th grade than 5^th grade. Whole-class discussion was hardly ever
deployed, and Group discussion on average never deployed. However, there was wide
variation between teachers in the reported frequency of deployment of these teaching
methods.

Overall Using a computer was reported as never being deployed in mathematics
classes. It was perceived that this teaching method was, overall, neutral in promoting
pupils’ affective attitudes towards mathematics learning. However, there was
considerable individual variation in these responses (Table 4.1.12).

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