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

Table 4.1.23 and Figure 4.1.20 below show that 8^th graders reported that Teacher
explanation was always (M=4) deployed in their mathematics classes; and that Reading
a textbook, Individual work, and Individual help were sometimes (3≤M<4) deployed.
There was a similarity between the perceptions of the teachers and the perceptions of
their pupils in that Teacher explanation, Individual work, Individual help and Reading a
textbook were perceived to be frequently deployed in mathematics classes at 8^th grade.
Practical work, Using a computer, Whole-class discussion and Group discussion were
reported as never (1≤M<2) being deployed. The results of a repeated measure ANOVA
indicated that these findings were statistically significant. A relatively wide distribution
existed in the frequency of the perceived deployment of Reading a textbook, Teacher
explanation and Individual help.

Table 4.1.23: Mean scores and Standard Deviation; deployment; perceptions of 8^th

graders

The result of a repeated measure ANOVA [F (8,16416)=3781.66, p<. 01]

Figure 4.1.20: Deployment of different teaching methods in mathematics classes;
perceptions of 8^th graders

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