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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encouraging pupils’ involvement in mathematics learning and developing mathematical
thinking abilities were important. Some 8^th graders also perceived positive involvement in
learning, i.e. making a constant effort to learn mathematics, as important. Few 8^th
graders stressed the importance of developing mathematical thinking abilities for a
sense of progress. Overall, both teachers and 8^th graders did not believe that promoting
pupils’ interest in mathematics learning was an important factor in promoting their sense
of progress.

5.5: Summary of Chapter 5

Table 5.5 shows the percentages of teachers of both age groups and 8^th graders who
mentioned each aspect of promoting pupils’ affective attitudes towards mathematics
learning. The most important finding here is the extent to which 8^th graders believed that
promoting their understanding of the curriculum contributes to promoting all four aspects
of affective attitudes. Teachers agreed with this. Overall, teachers seemed to have a
dichotomised perspective on the factors contributing respectively to pupils’ enjoyment
and motivation and to their sense of security and sense of progress. They indicated that
encouraging pupils’ involvement in mathematics learning and promoting pupils’ interest
in this learning was important for the promotion of their enjoyment and motivation, while
meeting pupils’ individual needs in mathematics learning and promoting their
understanding of the curriculum were important for promoting their sense of progress
and sense of security. This was especially the case for 5^th grade teachers. 8^th grade
teachers believed that promoting pupils’ understanding of the curriculum could promote
pupils’ enjoyment in learning mathematics.

8^th graders believed that promotion of pupils’ interest in mathematics learning was
important for enjoyment and motivation, while involvement was more important for their
sense of security and sense of progress than enjoyment and motivation. This is probably
because teachers seemed to define pupils’ involvement in mathematics learning as
pupils’ being involved in positive and autonomous activities. Pupils defined involvement
as a self-reliant learning style, for instance making a constant effort to learn
mathematics. Few 8^th graders considered that meeting pupils’ individual needs in
mathematics learning was important for their affective attitudes. Some 5^th grade teachers
believed that developing pupils’ mathematical thinking abilities was enjoyable for pupils,

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