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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would be enhanced. A quarter of 8^th graders (N=108, 25%) thought that increasing
understanding of the curriculum would promote their motivation to learn mathematics.
Improvement in understanding of the curriculum made them feel happier and motivated
them to want to try harder (ap.5.2.24.8^th P). The teaching methods which 8^th graders
identified as promoting their motivation to learn mathematics by improving their
understanding of the curriculum were diverse; teachers’ help in individual sessions
(ap.5.2.25.8^th P), listening to teacher explanations (ap.5.2.26.8^th P) and reading a
textbook (ap.5.2.27.8^th P). They had experience of increased understanding of the
curriculum with a subsequent impact on their motivation when these methods were
used.

Fifthly, two 5^th grade teachers (6%) and three 8^th grade teachers (10%) indicated that
developing pupils’ mathematical thinking abilities would promote pupils’ motivation. The
teachers perceived that knowing others’ views and examining their justifications and the
suitability of each solution through discussion (ap.5.2.28.5^th T); trial and error learning
through practical work (ap.5.2.29.8^th T); and appealing to the visual sense by using a
computer (ap.5.2.30.8^th T) could promote pupils’ mathematical thinking abilities and
enhance pupils’ motivation. Thirteen 8^th graders (3%) suggested that developing their
mathematical thinking abilities would promote their motivation to learn mathematics. The
most frequently mentioned teaching method was group discussion (ap.5.2.31.8^th P).

There were some factors which were raised only by the students. Some 8^th graders
pointed out that interaction with peers promoted their motivation. These pupils
emphasised actual interaction itself more than developing their mathematical thinking
abilities through interaction. 26 students (6%) expressed this view. Some mentioned that
teaching each other in a group motivated them to learn mathematics (ap.5.2.32.8^th P).
Others said that knowing everyone in a group promoted their motivation (ap.5.2.33.8^th
P). Others indicated that learning mathematics with peers who had similar mathematics
marks encouraged them to try harder (ap.5.2.34.8^th P). Fifty-six 8^th graders (13%) stated
that interaction with the teacher promoted their motivation. These students emphasised
the interaction itself rather than the cognitive development obtained through teacher-
pupil interaction. They mentioned that receiving help (ap.5.2.35.8^th P) and praise
(ap.5.2.36.8^th P) from the teacher, irrespective of class organisation style, made them
persevere on the task. Forty-four 8^th graders (10%) indicated that teaching methods,

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