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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Thirty-four 8^th graders (8%) raised multiple factors as promoting a sense of progress. Of
these, ten linked promotion of understanding of the curriculum and satisfying individual
needs as important to promote this sense (ap.5.4.23.8^th P). Another 12 students
suggested combinations of promotion of understanding of the curriculum and other
factors, such as inspiring interest, encouragement of active involvement, interaction with
friends, concentration and meeting individual needs. This finding suggests that both
teachers and pupils believe that improving pupils’ understanding of the curriculum is
crucial for promoting pupils’ sense of progress.

Table 5.4: Percentages of teachers of both age groups and 8^th graders who referred to

Table 5.4 shows that many teachers believed that meeting pupils’ individual needs in
mathematics learning and improving pupils’ understanding of the curriculum promoted
pupils’ sense of progress. Over 50% of the respondents at both grades raised these
issues. In addition, for those teachers citing multiple methods, reference to improving
pupils’ understanding Ofcurriculum was one of the factors mentioned. Thus, teachers of
both age groups believed that these two aspects were important to promote pupils’
sense of security and sense of progress. 8^th graders believed that promotion of
understanding of the curriculum and interacting with the teacher were important, but few
raised meeting individual needs as important. Some teachers considered that

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