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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Table 4.2.7: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Whole-class discussion

Group discussion

The pattern for Group discussion was similar although not identical to that for Whole-
class discussion. Teachers of both age groups perceived that Group discussion
promoted the four attitudinal aspects similarly, but particularly sense of progress. This
contrasted with pupils, particularly those in 8^th grade (See Figure 4.2.8 and Table 4.2.8).
5^th graders perceived that Group discussion promoted sense of progress more than
other aspects, while 8^th graders perceived that this teaching method promoted pupils’
enjoyment and motivation more than other aspects, although this difference was small.
Teachers and pupils of both age groups perceived that the frequency of the deployment
of Group discussion was relatively low; this was particularly marked in the responses of
8^th graders.

Figure 4.2.8: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Group discussion

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