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teaching methods would promote their sense of security and the number mentioning that
they felt secure in using accustomed teaching methods were very similar.
Three 5th grade teachers (10%) and two 8th grade teachers (6%) suggested multiple
factors as promoting pupils’ sense of security. As described in the previous sections,
some teachers believed that one particular teaching method could fulfil multiple factors.
One 5th grade teacher suggested that practical activities could ensure pupils’ sense of
security, through promoting pupils’ interest and autonomy in learning and their
understanding of the curriculum and mathematical thinking abilities (ap.5.3.41.5th T).
Other teachers thought that the adoption of several different teaching methods was more
beneficial in promoting pupils’ sense of security than selecting a particular teaching
method. One 5th grade teacher suggested that a ∞mbination of discussion, whereby
pupils develop their mathematical thinking abilities through sharing ideas with peers, and
individualised teaching methods to enable them to think independently and receive
individual help, made pupils feel secure. This teacher suggested that such combinations
allowed pupils to apply findings obtained in one session in another session and created
synergy (ap.5.3.42.5th T).
Twenty 8th graders (5%) suggested multiple factors as promoting a sense of security.
Half of them stressed that understanding the curriculum through individual work and
receiving individual help promoted a sense of security (ap.5.3.43.8th P). Various
combinations were suggested as promoting pupils’ sense of security, but the number of
the students citing each combination was very few.
Large differences emerged in perceptions of the factors contributing to pupils’ sense of
security compared with those contributing to their enjoyment and motivation. More than
one fifth of 8th graders responded that promoting their understanding of the curriculum
helped them feel secure in mathematics learning, as opposed to 13% of teachers. This
aspect was emphasised more by 5th grade than by 8th grade teachers. The majority of
teachers perceived that meeting individual needs was a major factor contributing to
promoting pupils’ sense of security, while only 11% of students did so. Some pupils
mentioned that interaction with peers and with the teacher helped them feel secure,
while others mentioned that they felt more secure in individual sessions. Teachers
seemed to believe that avoidance of interaction with peers promoted security more than
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