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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Individual work

Figure 4.5.17: Relationships between attitudes to mathematics learning as promoted by
Individual work: perceptions of 5^th grade teachers

Figure 4.5.17 shows that compared with the previous teaching methods examined the
relative lack of relationships for Individual work is marked. The only positive relationships
for 5^th grade teachers were between enjoyment and motivation, and sense of security
and progress. For 8^th grade teachers, pupils’ enjoyment and motivation, and motivation
and sense of progress promoted by Individual work were correlated. In contrast with the
relationships outlined earlier the impact of Individual work on pupils attitudes was not
seen as integrated (see Figure 4.5.18 in appendix). For the pupils at 5^th grade, there
were significant moderate positive correlations between the effects on the four attitudinal
aspects as promoted by Individual work. These were also related to the extents that the
method were perceived to be deployed.

Figure 4.5.19: Relationships between attitudes to mathematics learning as promoted by
Individual work: perceptions of 5^th graders

Deployment

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