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 4.2.5: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Individual work

Table 4.2.5: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Individual work

Individual help

There was a marked contrast between pupils’ and teachers’ responses. Teachers
believed that this promoted senses of security and progress much more than their
pupils, particularly the 5^th graders. The effect was not so strong in relation to 8^th graders.
Teachers of both age groups reported that the frequency of deployment of Individual
help was high. However, 8^th graders reported the frequency moderate, and 5^th graders
reported it as relatively low. This may explain why they perceived that it was not strong
in its effect on their attitudes to learning.

Figure 4.2.6: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Individual help

□ enjoyment
□ motivation
□ sense of security
□ sense of progress

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

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