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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with grade. One 8^th grade teacher argued that teachers might sometimes only be able to
notice a decrease in a particular pupil’s motivation from deteriorated test performance.
He mentioned that such a deterioration might arise from a decrease in motivation to
learn mathematics at home, and that learning mathematics at school might not be
enough to maintain the quality of test performance (ap.6.1.17.8^th). Overall, teachers
believed that promoting pupils’ motivation to learn mathematics was more important than
promoting pupils’ enjoyment.

Pupils’ sense Ofsecurity in learning mathematics

Seventeen 5^th grade teachers (85%) and nine 8^th grade teachers (75%) perceived that
the promotion of pupils’ sense of security was important. These teachers believed that
pupils’ anxiety in mathematics classes could have negative effects on their attitudes
towards mathematics learning and the development of their personality. Reducing
anxiety with help from peers might support pupils’ affective and personal development
positively. This view was common in 5^th grade teachers who valued the education of the
whole-person. Such beliefs were reflected in many teachers’ statements. For instance,
many 5^th grade teachers believed that co-operation, communication, mutual support
from peers (ap.6.1.18.5^th), and mutual acceptance (ap.6.1.19.5^th) promoted pupils’ sense
of security. Another 5^th grade teacher suggested that pupils’- feeling secure in
mathematics learning might depend on the teachers’ capabilities of building up mutual
trust in the class (ap.6.1.20.5^th). Pupils’ sense Ofsecuritywas perceived to relate to good
relationships with peers at 8^th grade as well. Teachers did not think that pupils’ anxiety
was merely caused by their difficulties encountered in tasks (e.g. 6.1.21.8^th). Some
teachers indicated that preventing all the pupils in a classroom from feeling anxious was
difficult, although they admitted that promoting pupils’ sense of security in mathematics
classes was important. They perceived that the characteristics of mathematics, whereby
a right answer was required, would be more likely to increase pupils’ anxiety in learning
mathematics than learning languages, whereby presenting alternative views was
acceptable. In addition, teaching methods which produced pupil anxiety might be
different from one pupil to another. One 8^th grade teacher indicated that pupils’ current
attainments, their characteristics, their experience of using particular learning methods
and their need to interact with peers in a class would affect the extent to which they felt
anxious in learning mathematics through particular teaching methods (ap.6.1.22.8^th).

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