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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Figure 4.5.2 Relationships between attitudes to mathematics learning as promoted by
Practical work: perceptions of 8^th grade teachers

For the 5^th graders, very positive correlations were observed between the effects of
Practical work on all aspects of attitudes. For them, Practical work has a coherent
positive effect on all attitudinal aspects (see Figure 4.5.3 in appendix). There were also
significant moderate positive correlations among the responses of 8^th graders to the
effects on all four attitudinal aspects as promoted by Practical work. In many cases
these were stronger than for the 5^th graders (see Figure 4.5.4 in appendix). Overall,
pupils perceived positive relationships between all the attitudinal measures as promoted
by Practical work. This contrasted markedly with the relationships derived from the
teachers responses. Teachers’ responses demonstrated relationships between
enjoyment, motivation and sense of security but not progress. This difference is
important. In addition, there were fewer significant relationships between the teachers’
responses.

Using a computer

Figure 4.5.5 shows that there were significant positive correlations among the responses
of 5^th grade teachers between the effects on pupils’ motivation and sense of security and
sense of security and sense of progress as promoted by Using a computer. A significant
positive correlation was also found between enjoyment and motivation, although it was
relatively weak. No significant relationships emerged between pupils’ perceived
enjoyment and sense of progress, and motivation and sense of progress as promoted by
Using a computer.

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