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

159

Figure 4.5.5: Relationships between attitudes to mathematics learning as promoted by
Using a computer, perceptions of 5^th grade teachers

The pattern emerging from the responses of 8^th grade teachers was almost identical to
that of the 5^th grade teachers, except that there was a strong relationship between
motivation and enjoyment (see Figure 4.5.6 in appendix). There were significant positive
correlations among the responses of 5^th graders between the effects on the four
attitudinal aspects as promoted by Using a computer. For them, Using a computer
positively impacted on their attitudinal responses in an integrated comprehensive way
(see Figure 4.5.7 in appendix). A similar pattern of responses emerged for the 8^th
graders to the 5^th graders (see Figure 4.5.8 in appendix). The impact of Using a
computer on the various attitudinal aspects was integrated and coherent from the pupils
perspective. From the teachers perspective the impact was less coherent.

Reading a textbook

Figure 4.5.9: Relationships between attitudes to mathematics learning as promoted by
Reading a textbook: perceptions of 5^th grade teachers

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