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

125

Teacher explanation

Figure 4.2.4 and Table 4.2.4 below indicate that teachers and pupils of both age groups
perceived that Teacher explanation promoted pupils’ sense of progress more than
enjoyment, motivation and sense of security. The deployment of Teacher explanation
was relatively high in mathematics classes. Nonetheless, it was only in relation to sense
of progress that, overall, teachers and pupils agreed that it was positive in its effect.

Figure 4.2.4: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Teacher explanation

□ enjoyment

□ motivation

□ sense of security

□ sense of progress

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

Table 4.2.4: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Teacher explanation

Individual work

As with Teacher explanation, Individual work was seen by teachers to be most positive
in relation to sense of progress and sense of security. Pupils, particularly at 5^th grade,
were less positive (see Figure 4.2.5 and Table 4.2.5). There was a shared perception
that Individual work constituted a fairly high proportion of mathematics lessons.

125

<<   136   137   138   139   140   141   142   >>

More intriguing information