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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believed that the teaching method might promote one aspect but not others. The
relationships between pupils’ attitudinal aspects promoted by individual teaching
methods and the deployment of particular teaching methods are also examined. The
examination is conducted among the responses of 5^th grade teachers, 8^th grade
teachers, 5^th graders and 8^th graders, separately.

Practical work

As illustrated in Figure 4.5.1, there were significant moderate positive correlations
among the responses of 5^th grade teachers to the effects of practical work on pupils’
enjoyment and motivation, enjoyment and sense of security, motivation and sense of
security, sense of security and sense of progress. Overall, Practical work was perceived
as being relatively coherent in its effects on attitudes towards mathematics.

Figure 4.5.1 Relationships between attitudes to mathematics learning as promoted by

There were significant moderate positive correlations among the responses of 8^th grade
teachers between enjoyment and motivation, and motivation and sense of security as
perceived to be promoted by Practical work. Practical work was perceived as promoting
enjoyment, motivation and sense of security together but sense of progress was
perceived as being unrelated to other facets (see Figure 4.5.2). This pattern shows less
cohesion than that of the 5^th grade teachers.

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