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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discussion but not between the other aspects. This may indicate that the way that
Whole-class discussion is conducted in 5^th and 8^th grade is different.

Figure 4.5.26: Relationships between attitudes to mathematics learning as promoted by
Whole-class discussion: perceptions of 8^th grade teachers

There were significant moderate positive correlations among the responses of pupils of
both age groups between the perceived effects on pupils’ four attitudinal aspects
promoted by Whole-class discussion. 5^th graders’ perceived frequency of deployment of
this teaching method was positively related with pupils’ enjoyment, and sense of
progress. Both teachers and pupils of 5^th grade perceived that the frequency of
deployment of this teaching method was positively related with pupils’ enjoyment. There
were also the correlations between 8^th graders’ perceived frequency of deployment of
this teaching method and pupils’ enjoyment. This contrasts markedly with the responses
of the 8^th grade teachers where few relationships emerged (see Figure 4.5.27 and Figure
4.5.28 in appendix).

Group discussion

There were significant to strong moderate positive correlations among the responses of
5^th grade teachers regarding the effects on pupils’ four attitudinal aspects as promoted
by Group discussion indicating a coherence in their perceived effects (see Figure 4.5.29
in appendix). In contrast, 8^th grade teachers exhibited less coherence in their responses,
as Figure 4.5.30 shows. There were only significant moderate positive correlations
between pupils’ enjoyment and motivation, motivation and sense of progress, sense of

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