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 to promote understanding would promote enjoyment (ap.5.1.58.5^th T). Other
teachers commented that a particular teaching method could combine two elements
together; for instance, practical work was perceived to promote pupils’ understanding of
the curriculum while also encouraging their positive involvement in learning
(ap.5.1.59.5^th T). Another suggested that it promoted pupils’ interest and understanding
of the curriculum together (ap.5.1.60.8^th T).

Thirty-eight students (8%) gave multiple reasons. Of these, 12 pointed out that
maintaining interest and developing understanding of the curriculum together contributed
to promotion of their enjoyment. Four students stated that receiving support from the
teacher and the promotion of their understanding of the curriculum were important, while
another 4 students stated that interaction with peers and promotion of their
understanding of the curriculum together promoted their enjoyment. Three students
stated that promotion of their interest and concentration on learning helped them enjoy
mathematics. Fifteen students gave other combinations of reasons. Some indicated that
they needed several learning styles to promote their enjoyment in mathematics learning;
others focused on a particular teaching method; this finding reflected the perceptions of
the teachers.

Table 5.1: Percentages of teachers of both age groups and 8^th graders who referred to

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