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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interaction with peers. Some teachers perceived that pupils’ positive and autonomous
involvement in mathematics learning was the key factor contributing to a sense of
security, although the number of teachers suggesting this element as important was
much smaller than in relation to enjoyment or motivation. 13% of 8^th graders supported
this view. They perceived that making a constant effort in learning mathematics helped
them feel secure. Veryfewteachers and pupils reported developing pupils’ mathematical
thinking abilities and their interest in mathematics as important in promoting their sense
of security.

Table 5.3: Percentages of teachers of both age groups and 8^th graders who referred to

5.4: Teachers’ and pupils’ perceptions of the factors contributing to pupils’ sense
of progress in learning mathematics

Thirty-five 5^th grade teachers (73%) and thirty-two 8^th grade teachers (76%) responded
to the question asking why they thought that particular teaching methods promoted
pupils’ sense of progress. Responses of 418 8^th graders to this question were analysed.
Teachers of both age groups perceived that the same factors contributed to pupils’
sense of progress as contributed to their enjoyment, motivation and sense of security.
Firstly, meeting individual needs was perceived by many teachers to promote pupils’
sense of progress as well as their sense of security. Twelve 5^th grade teachers (34% of

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