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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7. to repeat the above processes until all data have been examined and all theories
tested against all data.

Quotations from the raw data are presented in Appendix chapter 5.

5.1: Teachers’ and pupils’ perceptions of the factors contributing to pupils’
enjoyment in mathematics learning

Thirty-five 5^th grade teachers (73%) and thirty-one 8^th grade teachers (74%) responded
to the question regarding enjoyment. The responses of 466 8^th graders to this question
were analysed. Teachers of both age groups appeared to have similar perceptions, and
the responses of the 8^th graders supported the teachers’ views to some extent.

Firstly, nine 5^th grade teachers (27% of the respondents), and ten 8^th grade teachers
(32% of the respondents) considered that the extent to which pupils were actively
involved in mathematics learning would contribute to their enjoyment in learning. Some
mentioned that active rather than passive learning would be enjoyable (ap.5.1.1.8^th T). A
5^th grade teacher judged that activity-based teaching methods must be more enjoyable
than teacher explanation, because pupils could take an active part in learning
(ap.5.1.2.5^th T). Some teachers from both age groups suggested that encouraging
pupils’ autonomy in mathematics learning was important to promote enjoyment
(ap.5.1.3.5^th T). Teachers seemed to think that teacher-led lessons were not enjoyable
(ap.5.1.4.5^th T), while practical work, experiments (ap.5.1.5.8^th T) and whole-class
discussion (ap.5.1.6.8^th T), which were more pupil-centred, were enjoyable. In short,
these teachers believed that pupils’ involvement, facilitated by active, positive and
autonomous learning, contributed to pupils’ enjoyment of mathematics learning. In
support of this, eleven 8^th graders (2%) stated that they enjoyed learning mathematics
when they felt involved. However, this factor was considerably less emphasised as
contributing to enjoyment by 8^th graders than by their teachers. Some 8^th graders
mentioned that the ease with which they could be involved in activities would allow
enjoyment in learning mathematics (ap.5.1.7.8^th P); others emphasised self-reliance in
mathematics learning as the factor contributing to enjoyment (ap.5.1.8.8^th P).

Secondly, eight 5^th grade teachers (23%) and six 8^th grade teachers (20%) pointed out
that promoting pupils’ interest, curiosity and amusement could be linked to enjoyment in
mathematics learning. Computer programmes (ap.5.1.9. 5^th T), practical work

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