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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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 5^lh grade teachers ∣ 8^th grade teachers ∣ 5^lh graders ∣ 8^th graders

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

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 5^tl grade teachers ∣ 8^th grade teachers ∣ 5^th graders ∣ 8^lh graders

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