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

Ill

Table 4.1.17: Mean s∞res and Standard Deviation; deployment; perceptions of 5^m

graders

	Practical Work (PW)	Using a Computer (UC)	Reading a Textb∞k (RT)	Teacher Explanation (TE)	Individual Work (IW)	Individual Help (IH)	Whole-class Discussion (WD)	Group Discussion (GD)
N	1476	1473	1473	1467	1467	1472	1459	1463
M	2.41	1.53	3.41	3.61	3.48	2.84	3.26	2.41
SD	.92	.80________	.97	1.05	1.00	1.03________	1.10________	.92_________

The result of a repeated measure ANOVA [F (8,11352)=1017.32, p<. 01]

Figure 4.1.15: Deployment of different teaching methods in mathematics classes;
perceptions of 5^th graders

4√

3.5-'

3-'

2.5-'

≡

∣<≡≡

!□Deployment

2-'

1.5-

I-'

0.5-'

Λ. <*

—

VT----------------∙----------------1----------------1----------------1----------------1----------------1 ɪ----------------1----------------r

I PW

UC I RT

ΓTE~

I ιw

IEZ

I WD I

Summary

Table 4.1.18: Summary of the perceptions of 5^th graders

	Enjoyment____________	Motivation______________	A sense of security	Asenseofprogress	Deployment___________
M=5
4<M<5
3≤M<4	Practical work Using a computer Teacher explanation Whole-class discussion Group discussion	Practical work Using a computer Teacher explanation Individual work Whole-class discussion Group discussion	Practical work Using a computer Teacher explanation Individual work Whole-class discussion Group discussion	Practical work Using a ∞mputer Reading a textbook Teacher explanation Individual work Individual help Whole-class discussion Group discussion_______	Reading a textb∞k Teacher explanation Individual work Whole-class discussion
2≤M<3	Reading a textbook Individual work Individual help___________	Reading a textbook Individual help	Reading a textbook Individual help		Practical work Individual help Group discussion_______
1≤M<2					Using a ∞mputer

Table 4.1.18 summarises the data. 5^th graders perceived that the different teaching
methods deployed in mathematics classes promoted their affective attitudes towards

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