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

The purpose of this study, which explores the current implementation of different
teaching methods and their perceived effects on pupils’ affective attitudes in
mathematics classes, is to inform future policy and practice. The study does not aim to
contribute to knowledge about how the mathematics curriculum might be improved. It
investigates the issues through analysing the perceptions of teachers and pupils,
adopting a psychological perspective.

1.2: Why is this study important?

Pupils’ attitudes towards learning mathematics have been, to some extent, investigated
in international surveys such as SIMS and TIMSS. Kifer et al. (1989) believe that
researching teachers’ and pupils’ perceptions is important for three reasons. First,
aptitude measures or assessments of prior performance predict some, but not all of the
variation in achievement, therefore other non-cognitive or affective variables must play a
major role in determining cognitive outcomes. Secondly, pupils’ attitudes to learning are
an outcome of schooling. Lastly, the perceptions of students and teachers reflect how
they perceive and respond to what happens in school; such perceptions represent the
values and norms of broader social structures or cultural milieu in a school setting.

Some research supports the view that pupils’ cognitive outcomes need to be considered
in relation to their affective attitudes towards learning. Imai (1990) reported that when 7^th
graders’ mathematics performance deteriorated there was a decrease in pupils’ liking for
mathematics, motivation, value placed on attainment and mathematics self-concept. At
the same time a decrease in pupils’ liking and value placed on attainment led to
deterioration in mathematics performance. This produced a vicious circle. A sense of
efficacy led to high achievers’ improving mathematics performance, but a liking for
mathematics was important to improve low achievers’ mathematics performance.
Similarly, Kusumoto (1998) reported that Japanese 5^th and 6^th graders who disliked
mathematics spent less time learning mathematics than those liking mathematics,
although both groups believed that learning mathematics was important. Where pupils
liked mathematics classes and the mathematics teacher, they were motivated to learn
mathematics (Imai, 1993).

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