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



155

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: 5th grade teachers

Figure 4.4.17 indicates that for 5th 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 8th 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 5th 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 8th 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

155



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