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 4.3.15: Comparison between 5^th grade teachers and their pupils; perceptions of
deployment

□ Teachers (Sth)

□ 5th graders

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

Summary

The results of this analysis show that 5^th grade teachers were likely to have stronger
perceptions than their pupils of the frequency of the deployment of some teaching
methods and the extent to which these teaching methods promoted positive attitudes. 5^th
grade teachers were more likely to perceive that Practical work, Teacher explanation,
Individual work, Individual help and Whole-class discussion were deployed in their
mathematics classes more than their pupils and that these teaching methods except for
Teacher explanation promoted pupils’ positive affective attitudes towards mathematics
learning more than their pupils.

4.3.4: Comparison of perceptions between 8^th grade teachers and their pupils

Enjoyment

Table 4.3.20 and Figure 4.3.16 show that 8^th grade teachers were more likely than their
pupils to perceive that Practical work, Individual help and Whole-class discussion
promoted enjoyment with an effect size greater than .5. As with 5^th graders, only
Teacher explanation and Reading a textbook were perceived to promote enjoyment
more by pupils than teachers, although these differences were very small.

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