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

174

mathematics (ap.5.2.3.8^th P), while others mentioned that self-reliance in mathematics
learning would promote motivation (ap.5.2.4.8^th P).

Secondly, one quarter of teachers of both age groups (seven teachers from each age
group; 22% at 5^th grade and 23% at 8^th grade) considered that inspiring pupils’ interest in
mathematics learning would promote motivation. Some teachers of both age groups
thought that activities-based teaching methods, such as practical work and using a
computer, would promote pupils’ interest, amusement and curiosity better than teaching
methods traditionally adopted such as teacher explanation and doing exercises
(ap.5.2.5.5^th T; ap.5.2.6.8^th T). Approximately one quarter of 8^th graders (N=116, 27%)
referred to this (ap.5.2.7.8^th P). The teaching methods they suggested as promoting
pupils’ motivation to learn mathematics by inspiring interest were diverse; practical work
(ap.5.2.8.8^th P), using a computer (ap.5.2.9.8^th P) and doing exercises (ap.5.2.10.8^th P).
Some students indicated that their curiosity about new teaching methods could promote
their motivation (ap.5.2.11.8^th P).

Thirdly, six teachers from both age groups (19% of the 5^th grade and 20% of the 8^th
grade groups) wrote that catering for pupils’ individual needs in mathematics learning
promoted pupils’ motivation (ap.5.2.12.8^th T). Teachers wrote that teaching methods
which avoided monotonous style lessons motivated pupils to learn mathematics
(ap.5.2.13.5^th T). Teachers believed that teaching methods catering for individual current
attainment (ap.5.2.14.5^th T; ap.5.2.15.8^th T), individual preferences of learning style
(ap.5.2.16.5^th T), and individual interest in learning (ap.5.2.17.5^th T) should be
considered, in order to motivate pupils to learn mathematics. Seventeen 8^th graders (4%)
also pointed out this aspect. One 8^th grader wrote that he felt able to try hard in individual
work because of its flexibility of pace and or receiving help according to his needs
(ap.5.2.18.8^th P).

Fourthly, three 5^th grade teachers (9%) and five 8^th grade teachers (18%) considered
that promoting pupils’ understanding of the curriculum would enhance pupils’ motivation
to learn mathematics (ap.5.2.19.5^th T; ap.5.2.20.8^th T). Teachers thought that pupils’
understanding of the curriculum was promoted through learning with peers (ap.5.2.21.5^th
T), working with tangible materials (ap.5.2.22.5^th T) and receiving individual help from the
teacher (ap.5.2.23.8^th T). As a result of these, pupils’ motivation to learn mathematics

174

<<   <   185   186   187   188   189   190   191   >   >>