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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which let them concentrate on tasks or activities improved their motivation. Many
students thought that they were motivated to learn mathematics individually because
they could concentrate better on the tasks in an individual session rather than a whole-
class (ap.5.2.37.8^th P) or group session (ap.5.2.38.8^th P). Sixteen 8^th graders (3%)
suggested other factors as promoting their motivation. Of these, 13 mentioned
competition in whole-class discussion (ap.5.2.39.8^th P) or group learning (ap.5.2.40.8^th
P). One student said that teaching methods which set out the goals of learning clearly,
promoted his motivation. Two students indicated that they tried harder to learn
mathematics with methods that they were familiar with. Six 5^th grade teachers (19%)
indicated that multiple factors contributed to promoting pupils’ motivation to learn
mathematics. Some teachers thought that a particular teaching method could include
these multiple factors. One 5^th grade teacher wrote that practical work promoted pupils’
interest and their understanding of the curriculum, and in turn, enhanced pupils’
motivation to learn mathematics (ap.5.2.41.5^th T). Otherteachers thought that adopting
several teaching methods, such as combining practical work to inspire pupils’ interest
and individual help to promote pupils’ understanding of the curriculum (ap.5.2.42.5^th T)
would be beneficial in promoting pupils’ motivation. Few 8^th graders (N=8, 2%) and their
teachers (N=2, 6%) proposed multiple factors.

Table 5.2: Percentages of teachers of both age groups and 8^th graders who referred to

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