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

Table 4.1.24: Summary of the perceptions of 8^th graders

Table 4.1.24 summarises the data from this section. 8^th graders perceived that the
different teaching methods deployed in mathematics classes promoted their positive
affective attitudes towards mathematics learning differently. They did not feel that any
teaching method positively promoted affective attitudes, except that Individual help was
perceived to promote a sense of progress. The teaching methods which were the least
negative were those reported as frequently being deployed at 8^th grade: Teacher
explanation, Individual work, and Individual help. Both teachers and pupils reported that
Reading a textbook was relatively frequently deployed in mathematics classes. Both
teachers and pupils appeared to perceive that this teaching method acted negatively to
promote enjoyment and motivation.

8^th graders perceived that the teaching methods deployed in their mathematics classes
were likely to be limited to the four methods mentioned above. Practical work, Using a
computer, Whole-class discussion and Group discussion were not deployed. These four
teaching methods were perceived as negative in promoting positive attitudes towards
mathematics learning, except that Using a Computerwas perceived as neutral.

There was a relatively wide distribution of responses (1.0<SD) in the extent to which
positive affective attitudes towards mathematics learning were perceived to be promoted
by different teaching methods. A similar tendency was found among the perceptions of

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