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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although this element was, overall, not perceived as promoting pupils’ affective attitudes
towards mathematics learning. Some 8^th graders cited interaction with peers and
teachers, but teachers of both age groups did not acknowledge these elements. Few
teachers or pupils cited multiple reasons, and most cited were combinations of the
factors mentioned above.

Although some respondents suggested that particular teaching methods could promote
pupils’ positive affective attitudes towards learning mathematics, their perceptions of the
teaching methods which did so were diverse. This was particularly the case for pupils’
perceptions of the teaching methods promoting their interest in mathematics learning
and understanding of the curriculum. Thus, wide individual differences existed in the
teaching methods through which pupils had experienced interest in and understanding
of, the curriculum. Some pupils seemed to favour learning mathematics individually,
while others preferred to learn in interaction with peers. Some pupils favoured learning
mathematics through familiar methods, while others wanted to try new teaching
methods, which inspired curiosity. Although the number of pupils raising this issue was
small, it nevertheless draws attention to the wide variability in pupils’ views of what
supports their learning. Secondly, some of those who cited multiple reasons believed
that a particular teaching method could promote several aspects needed for promoting
pupils’ affective attitudes, while others believed that the combination of several teaching
methods was effective. Overall, there does not seem to be a consensus regarding what
might be most effective in promoting positive attitudes.

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