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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was more enjoyable than whole-class discussion because she could put forward her
own views (ap.5.1.46.8^th P).

Some issues were raised by 8^th graders, but not their teachers. Firstly, fifty-nine students
(13%) mentioned that interaction with friends in mathematics classes was enjoyable, and
maintaining interactions was perceived to contribute more to their enjoyment of
mathematics learning than satisfying their own individuality. These interactions gave
opportunities to communicate with peers (ap.5.1.47.8^th P), increase mutual trust
(ap.5.1.48.8^th P), and secure a sense of attachment to class members (ap.5.1.49.8^th P).
Only one 8^th grade teacher mentioned that interactions in mathematics classes ∞uld
promote pupils’ enjoyment of mathematics learning and he did not relate it to enjoyment
in mathematics learning. He stressed that positive involvement was also a key element
in promoting pupils’ enjoyment (ap.5.1.50.8^th P). Eighteen students (4%) stated that
interaction with the teacher could promote their enjoyment (ap.5.1.51.8^th P), while twelve
students (3%) stated that enhancing concentration promoted their enjoyment
(ap.5.1.52.8^th P). Many students used the word ‘concentration’. This seems to be
different from the ‘involvement’, discussed above.

Ten students (2%) gave other reasons. Four students stated that teaching methods
which provided students with goals in their mathematics classes, promoted enjoyment
(ap.5.1.53.8^th P). Five mentioned that learning mathematics by familiar methods was
more enjoyable than learning mathematics by unfamiliar methods (ap.5.1.54.8^th P),
although many more pupils suggested that learning mathematics by new methods was
enjoyable, as described earlier. One student said that competition with peers promoted
their enjoyment (ap.5.1.55.8^th P).

Four 5^th grade teachers (11 %) and two 8^th grade teacher (6%) suggested multiple factors
as contributing to promoting pupils’ enjoyment of mathematics learning. Two 5^th grade
teachers and an 8^th grade teacher suggested that adopting several teaching methods
such as a combination of whole-class sessions and individual sessions (ap.5.1.56.5^th T),
or practical activities and using a computer (ap.5.1.57.8^th T) promoted pupils’
understanding of the curriculum, developed mathematical thinking abilities, and in turn,
promoted pupils’ enjoyment. One 5^th grade teacher thought that the combination of
practical work, to encourage pupils’ positive involvement in activities and group

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