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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Whole-class discussion, Group discussion, Practical work and Using a computer. The
other group consisted of Individual help, Teacher explanation, Reading a textbook and
Individual work. However, some teaching methods were perceived to relate relatively
strongly, others relatively weakly (see Figure 4.4.16 in appendix).

Deployment

Figure 4.4.17: Correlations between teaching methods in terms of the frequency of the
deployment: 5^th grade teachers

Figure 4.4.17 indicates that for 5^th grade teachers, the teaching methods deployed in
mathematics classes were divided into two groups. One group consisted of Whole-class
discussion, Group discussion and Practical work. The other group consisted of Reading
a textbook, Teacher explanation, Individual work and Individual help. There was a
negative correlation between Group discussion and Reading a textbook, in terms of the
frequency of their deployment in mathematics classes. For 8^th grade teachers, the extent
of deployment of Group discussion was correlated with Practical work and Whole-class
discussion. There were no significant relationships between the other teaching methods
(see Figure 4.4.18 in appendix).

For 5^th graders, the perceived frequency of deployment of Practical work and Group
discussion, and Teacher explanation and Whole-class discussion were moderately
correlated in a positive direction (see Figure 4.4.19 in appendix). For 8^th graders, the
perceptions of deployment fell into two groups. Practical work, Whole-class discussion
and Group discussion were moderately correlated in terms of the frequency of the

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