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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Three 5^th grade teachers (15%) and three 8^th grade teachers (25%) indicated that the
promotion of pupils’ sense of security was less important than the promotion of
enjoyment, motivation and sense of progress (ap.6.1.23.5^th; ap.6.1.24.8^th). These
teachers thought that teachers’ concern for pupils’ sense of security was less necessary,
because pupils might not be conscious about whether they felt secure or not in
mathematics classes (ap.6.1.25.5^th). One 8^th grade teacher altered his view through
taking part in the research. He had attempted to ensure that pupils felt positive about
learning mathematics by improving their attainment, and did not consider his pupils’
feelings of security in mathematics classes. However, he noticed during the research
that his pupils might feel anxious because of the social dynamics in classes, and now he
considered howto reduce pupils’ anxiety (ap.6.1.26.8^th).

Pupils’ sense Ofprogress in learning mathematics

As described above, some teachers expressed neutral or less positive views on the
necessity of promoting their pupils’ enjoyment and sense of security. In contrast, there
was a consensus among teachers that promoting pupils’ sense of progress was
important at both grades. Some teachers believed that pupils’ sense of progress was
closely related to their actual mathematics attainment. They believed that pupils’ sense
of progress in mathematics learning was important in order to ensure that pupils
acquired mathematical knowledge and competencies, fundamental in later life (see
ap.6.1.27.5^th). Others believed that pupils’ sense of progress or confidence in learning
mathematics might not be related to their actual attainment. One 8^th grade teacher
commented that pupils’ sense of progress was more important than attainment itself,
because it was the pupils’ sense of progress rather than attainment that would develop
their confidence, motivation and enjoyment in learning (ap.6.1.28.8^th). One 5^th grade
teacher described how parental expectation had been changed, from wanting
improvement in their children’s actual attainment to promotion of their children’s positive
attitudes including enhancing their confidence in learning (ap.6.1.29.5^th). He suggested
that social expectations of education in Japan were changing, as the current educational
reforms implied. His view contrasted with other teachers’ views that parental
expectations of improvement in their children’s attainment might be an obstacle to
adopting enjoyable activities.

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