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

142

Figure 4.3.12: Comparison between 5^th grade teachers and their pupils; perceptions of
motivation

PW = Practical work, UC = Using a ∞mputer, RT= Reading a textbook, TE = Teacher explanation,
IW = Individual work. IH = Individual help, WD = Whole-class discussion. GD = Group discussion

A sense Ofsecurity

Table 4.3.17 and Figure 4.3.13 show that 5^th grade teachers were more likely to perceive
that several teaching methods promoted a sense of security than their pupils; Practical
work, Individual work and Individual help showed effects greater than .50.

Table 4.3.17: Comparison between 5^th grade teachers and their pupils; a sense of
security

Figure 4.3.13: Comparison between 5^th grade teachers and their pupils; perceptions of
sense Ofsecurity

PW = Practical work, UC = Using a ∞mputer, RT= Reading a textbook, TE = Teacher explanation,
IW = Individual work. IH = Individual help, WD = Whole-class discussion. GD = Group discussion

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