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

A sense Ofprogress

Table 4.3.23 and Figure 4.3.19 show that 8^th grade teachers were more likely to perceive
that Practical work, Whole-class discussion and Group discussion promoted sense of
progress than their pupils, with an effect size greater than .5. Only in the case of
Reading a textbook was there any more positive response from pupils.

Figure 4.3.19: Comparison between 8^th grade teachers and their pupils; perceptions of a
sense of progress

Table 4.3.23: Comparison between 8^th grade teachers and their pupils; a sense of
progress

Deployment

Table 4.3.24 and Figure 4.3.20 show that 8^th grade teachers reported more frequent
deployment of Practical work, Individual help and Whole-class discussion than their
pupils. The differences in perceptions of deployment of different methods were less than
at 5^th grade but were still substantial.

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