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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Both teachers and pupils perceived that the effects on all attitudinal aspects promoted by
Reading a textbook were moderately correlated in a positive direction. For teachers of
both age groups and 8^th graders, the frequency of deployment of Reading a textbook
was positively correlated with the effects on pupils’ four attitudinal aspects. For 5^th
graders, the frequency of deployment of Reading a textbook was positively correlated
with enjoyment and sense of security, but not with motivation or sense of progress.
Overall, there was greater consensus between pupils and teachers in relation to
Reading a textbook than Practical work or Using a computer (see Figure 4.5.9 above;
Figure 4.5.10; Figure 4.5.11; Figure 4.5.12 in Appendix).

Teacher explanation

For 5^th grade teachers, the perceived effects of pupils’ attitudinal aspects promoted by
Teacher explanation were, overall, significantly moderately correlated in a positive
direction, while pupils’ motivation and sense of progress as promoted by Teacher
explanation were not correlated (see Figure 4.5.13 in appendix). There were significant
moderate positive correlations among the responses of 8^th grade teachers between
enjoyment and motivation, enjoyment and sense of security, motivation and sense of
security and motivation and sense of progress as promoted by Teacher explanation. For
8^th grade teachers, pupils’ enjoyment and sense of progress, and sense of security and
sense of progress were not correlated (see Figure 4.5.14 in appendix).

For 5^th graders, the impact of Teacher explanation on their attitudes was more cohesive
than perceived by their teachers. The correlations were generally higher and there were
more of them (see Figure 4.5.15 in appendix). The pattern of relationships identified for
8^th graders was similar to 5^th graders. There were significant moderate positive
correlations among the responses of both 5^th graders and 8^th graders between the
perceived effects on their four attitudinal aspects promoted by Teacher explanation. The
correlations were similar between age groups (see Figure 4.5.16 in appendix). Pupils at
both grades perceived Teacher explanation as having a more coherent positive affect on
their attitudes towards learning mathematics than their teachers.

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