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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not in learning mathematics through using a computer (ap.6.2.25.8^th). Thirdly, both
teachers and pupils might be unfamiliar with using a computer. Five 5^th grade teachers
(25%) and two 8^th grade teachers (17%) indicated that some pupils were unfamiliar with
such use, while three 5^th grade teachers (15%) and one 8^th grade teacher (8%) indicated
that some teachers were not familiar with teaching mathematics by using computers.
One 5^th grade teacher indicated that using computers might impose on teachers another
duty, the acquisition of knowledge and skills about teaching mathematics through using
computers (ap.6.2.26.5^th). Lastly, eight 5^th grade teachers (45%) and four 8^th grade
teachers (33%) mentioned that using computers in mathematics lessons was difficult
practically, because pupils would have to share them. In addition, computer hardware
dates quickly and school budgets cannot afford to change them. Teachers mentioned
that appropriate software programmes to use in mathematics classes had not been
developed (ap.6.2.27.5^th). However, large differences existed between schools. Some
had enough computers and other schools did not. Perceptions of available software
programmes for mathematics classes also seemed to vary from one teacher to another
(see ap.6.2.28.8^th).

Reading a textbook

Most teachers of both age groups thought that reading a textbook in mathematics
classes could promote pupils’ understanding of the content. 5^th grade teachers were
overall much more likely to support the effectiveness of learning mathematics by reading
a textbook than 8^th grade teachers. Three main ways of using textbooks were raised.
First, some teachers believed that reading a textbook could be used as the main
resource in mathematics lessons; ten 5^th grade teachers (45%) and two 8^th grade
teachers (17%) mentioned that they planned lessons using the textbook. These teachers
believed that textbooks written by specialists were effective in promoting pupils’
understanding and could be relied on. 5^th grade teachers appreciated the well-organised
content, and selected examples in textbooks for teaching mathematics in a whole-class
session (ap.6.2.29.5^th), while 8^th grade teachers considered that starting lessons with a
textbook would facilitate pupils’ individualised learning (ap.6.2.30.8^th). Secondly, some
teachers thought that pupils could remind themselves of procedures through referring to
a textbook. This would make pupils feel secure (ap.6.2.31.5^th). Three 5^th grade teachers
(15%) and three 8^th grade teachers (25%) pointed out this use. Thirdly, some teachers

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