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 7.1.1

Correlations between pupils’ self-concept, mathematics self- 217
concept and pupils’ perceptions of being good or poor at
mathematics

Table 7.1.2

Pupils’ perceptions of the frequency of deployment of 218
teaching methods and affective attitudes promoted by these
teaching methods according to their perceptions of the self

Table 7.1.3

Mean scores and Standard Deviation of 5^tfl graders’ affective 220
attitudes towards mathematics learning promoted by
Individual help and the perceived frequency of deployment
of Individual help according to perceived mathematics
performance

Table 7.1.4

Mean scores and Standard Deviation of teachers’ attempts 221
to enhance pupils’ general self-concept and mathematics
self-concept

Table 7.2.1

Percentages of pupils attributing their good or average at 225
mathematics to the following factors

Table 7.2.2

Percentages of pupils attributing their poor at mathematics 225
to the following factors

Table 7.2.3

5^th graders’ affective attitudes towards mathematics learning 228
promoted by Teacher explanation varying according to their
attributional style Offailure in mathematics learning

Table 7.2.4

Teachers’ attributions of their pupils’ success in 230
mathematics learning

Table 7.2.5

Teachers’ attributions of their pupils’ success in 231
mathematics learning

Table 7.3.1

Mean scores and Standard Deviation of pupils’ perceptions 234
of classroom ethos in mathematics classes

Table 7.3.2

Correlation between five factors of classroom ethos, among 235
the pupils’ responses

Table 7.3.3

Pupils’ perceptions of affective attitudes promoted by 238
teaching methods according to higher and lower means of
classroom ethos

Table 7.3.4

Mean scores and Standard Deviation of teachers’ 239
perceptions of classroom ethos and their attempts to
improve classroom ethos

Table 7.3.5

Correlation between five factors of classroom ethos, among 240
the teachers’ responses

Table 7.3.6

Teachers’ perceptions of affective attitudes promoted by 242
teaching methods according to higher and lower means of
their classroom ethos

Table 7.4.1

Mean scores and Standard Deviation of pupils’ perceptions 245
of the extent to which mathematics teachers praised them

Table 7.4.2

Correlation between pupils’ perceptions of their teachers’ 246
praise