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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• Individual work and Individual help were perceived as being more frequently
deployed and more preferred by 8^th graders than 5^th graders.

• Teacher explanation was perceived as being more frequently deployed by 8^th
graders than 5^th graders, but no significant difference was found in the pupils’
perceptions of the extent to which this method promoted positive affective attitudes.

Overall, pupils’ perceptions of which teaching methods support learning seem to match
what is on offer. Teachers of both grades were more positive in their responses
regarding the deployment and impact Ofteaching methods than their pupils.

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