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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Table 5.2 shows that between a quarter and a fifth of teachers of both age groups
indicated that encouraging pupils’ involvement, promoting their interest and catering for
their individual needs contributed to promoting pupils’ motivation. 8^th grade teachers
thought that promoting pupils’ understanding of the curriculum would also promote their
motivation to learn mathematics. For 8^th graders, promoting their interest and
understanding of the curriculum was perceived as contributing to motivation. More than
one tenth of 8^th graders mentioned that interaction with the teacher and concentration on
the task promoted their motivation. However, teachers seemed unaware of these
elements. Few 8^th graders mentioned other factors such as competition, learning goals
and positive previous experience of learning mathematics by a particular method. Some
5^th grade teachers cited multiple reasons. In contrast, few 8^th grade teachers and their
pupils indicated a multiplicity of ways that pupils were motivated.

5.3: Teachers’ and pupils’ perceptions of the factors contributing to promoting
pupils’ sense Ofsecurity in learning mathematics

Thirty-two 5^th grade teachers (67%) and thirty-one 8^th grade teachers (74%) responded
to the question asking why they thought particular teaching methods promoted pupils’
sense of security in learning mathematics. Responses of 404 8^th graders to this question
were analysed. Teachers of both age groups mentioned the same factors as had been
raised in relation to promoting pupils’ enjoyment and motivation. However, the
percentages of teachers responding in relation to each aspect were different according
to which aspect of pupils’ affective attitudes was examined. The majority of the teacher
participants said that catering for pupils’ individual needs would promote pupils’ sense of
security. Seventeen teachers from each grade (53% at 5^th grade; 55% at 8^th grade) cited
this element. Most teachers of both age groups mentioned that pupils’ individual needs
should be especially considered in terms of the individuals’ current attainment in order to
ensure pupils’ sense Ofsecurity in learning mathematics (ap.5.3.1.5^th T; ap.5.3.2.8^th T).
Some teachers believed that pupils’ individuality should be considered in terms of
individual preferences of learning styles. One 5^th grade teacher mentioned that
discussion made pupils feel secure in learning mathematics by allowing pupils to be
either active or passive in their learning according to their preference (ap.5.3.3.5^th T).
Catering for differences in learning pace was also perceived to ensure pupils’ sense of
security at both grades (ap.5.3.4.5^th T; ap.5.3.5.8^th T). 5^th grade teachers believed that

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