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



123

Figure 4.2.1: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Practical work

□ enjoyment

□ motivation

□ sense of security

□ sense of progerss

I 5lh grade teachers 8th grade teachers 5lh graders 8th graders

Table 4.2.1: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Practical work

5lh grade teachers_______

8th grade teachers_______

5lr graders________________

8ltl graders_________________

N

Mean

SD

N

Mean

SD

N_____

Mean

SD

N

Mean

SD

Enjoyment________

48

4.48

.58

42

3.93

1.05

1479

3.29

1.33

2156

2.82

1.36

Motivation__________

48

4.38

.79

42

3.95

.76

1479

3.26

1.34

2149

2.66

1.29

Sense of security

47

4.11

.67

39

3.59

.82

1473

3.18

1.30

2141

2.53

1.20

Sense of progress

48

3.98

.73

42____

3.57

.83

1474 _

3.38

1.31

2143

2.75

1.26

Repeated
measure ANOVA

F(2.401,110.455)=8.037,
p<.01

F(2.340, 88.934)=4.145
p<.05

F(2.819,4135.601)=13.379,
p<.01

F(2.750, 5861.134)=51.600
p<.01

Deployment_______

48____

2.96

•77

42

2.12

.86

1476

1241

I -92

2142

1.42

ππ

Using a computer

Figure 4.2.2 and Table 4.2.2 below indicate that both teachers and pupils perceived that
Using a computer promoted pupils’ enjoyment and motivation more than their sense of
security and sense of progress. Teachers and pupils of both age groups reported that on
average computers were never used in mathematics classes so their assessment of the
effect on attitudes to learning mathematics were not likely to be based on their
experiences in school.

Figure 4.2.2: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Using a computer

I 5tl grade teachers 8th grade teachers 5th graders 8lh graders



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