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deployment in a positive way, while Teacher explanation was perceived to relate to
Individual work and Individual help (see Figure 4.4.20 in appendix).
Summary of 4.4
Taken together the evidence presented in this section suggests that different types of
teaching methods are perceived to be linked in different ways in promoting different
aspects of affect towards mathematics. In relation to pupil enjoyment there is a degree of
consensus that practical activities, discussion and using computers are linked as are
teacher explanation, reading textbooks, and individual work and help. In relation to
motivation a more integrated picture emerges except for the 8th graders. The
relationships pertaining to sense of security are the most divided with the individual
aspects splitting from teacher explanation and reading a textbook. In relation to a sense
of progress different patterns emerged with links across previous aspects. The
deployment of teaching methods was closely divided into active participatory activities
and those of teacher explanation, and teacher help for individuals and setting individual
work. Motivation was, especially for 5th grade teachers, more integrated than the other
aspects.
4.5: Perceived relationships of affect within each method
This section examines how pupils’ enjoyment, motivation, sense Ofsecurity and sense of
progress are related within individual teaching methods. Pearson Product-moment
correlations are used. The findings in 4.2 suggested that teaching methods were,
overall, perceived to promote pupils’ four attitudinal aspects differently. For instance,
Reading a textbook, Teacher explanation, Individual work and Individual help were seen
by both teachers and pupils to promote pupils’ sense of security and sense of progress
more than enjoyment and motivation. Using a computer was seen to promote pupils’
enjoyment and motivation more than their sense of security and sense of progress. This
section explores the relationships between teachers’ and pupils’ perceptions of pupils’
affective attitudes to mathematics within each teaching method. This will indicate the
extent to which participants believe that a particular teaching method can promote
attitudinal aspects together, even if one aspect might be perceived to be less positively
promoted than others. A lack of such relationships would indicate that the participants
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