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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Individual work at 5^th grade fit this category. This suggests that pupils vary in their
perceptions of the frequency of deployment of Teacher explanation and individual work
where individuals’ own speed of working will affect how much they can achieve in the
amount of time allowed by the teacher. This may determine the extent to which they feel
they are involved in mathematics learning. Some teaching methods have a wide
distribution in the reported frequency of deployment in only the teachers’ responses.
Reading a textbook at 5^th grade and discussion-style teaching methods at 8^th grade fit
this category.

There was a wide distribution in many of the responses from the pupils in the extent to
which individual teaching methods were perceived to promote positive affective
attitudes, which suggests that their responses were strongly affected by personal
preferences.

To conclude, the range of teaching methods adopted was relatively narrow as reported
by both pupils and teachers, and became increasingly so as pupils moved to 8^th grade.
Few of the methods adopted were perceived by either pupils or teachers to promote
positive attitudes towards learning mathematics.

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