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



182

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 8th 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 8th graders who referred to

different aspects of promoting pupi

s’ sense of security in learning mathematics

5ffi        grade

teachers________

8ffi         grade

teachers________

8th graders

Encouraging pupils’ involvement
In mathematics learning__________

N=3

(9%)__________

N=3
(10%)_________

N=53 (13%)

Promoting pupils’ interest in
mathematics learning     _______

N=O

(0%)__________

N=1

(3%)__________

N=35 (9%)

Meeting pupils’ individual needs
in mathematics learning

N=17

(53%)_________

N=17

(55%)_________

N=43 (11%)

Promoting pupils’ understanding
of the curriculum__________________

N=7
(23%)

N=4
(13%)

N=89 (22%)

Developing pupils’ mathematical
thinking abilities____________________

N=2

(6%)__________

N=4
(13%)_________

N=20 (5%)

Interaction with peers______________

N=22 (5%)

Interaction with the teacher_______

N=58(14%)

Concentration___________________

N=58(14%)

Other reasons__________________

N=6 (2%)

Multiple reasons

~N≡3

(9%)__________

N=2
(5%)

N=20 (5%)

Total

N=32

(100%)________

N=31

(100%)________

N=404 (100%)

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

Thirty-five 5th grade teachers (73%) and thirty-two 8th grade teachers (76%) responded
to the question asking why they thought that particular teaching methods promoted
pupils’ sense of progress. Responses of 418 8th 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 5th grade teachers (34% of

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