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

208

(ар.6.2.65.5^th). One 8^th grade teacher mentioned that teachers felt anxious about
whether the curriculum could be covered comprehensively for each pupil through
discussion (ap.6.2.66.8^th). Three 5^th grade teachers (15%) mentioned that learning
mathematics in a group might hinder individual thinking, especially of the low achievers,
while a 5^th grade teacher mentioned that individual learning would be more effective than
group learning in giving pupils the opportunity to think and find out the solutions
independently (ap.6.2.67.5^th). Time constraints because of the heavy curriculum were
perceived as a hindrance to the adoption of discussion in mathematics classes at 8^th
grade (ap.6.2.68.8^th). This was raised by three 8^th grade teachers (25%).

Summary of 6.2

Teachers perceived that each teaching method had particular advantages and
disadvantages. Each method was seen to promote pupils’ cognitive development, such
as understanding of the curriculum and of mathematical concepts, in a different way.
Similarly, they perceived that each teaching method affected pupils’ positive affective
attitudes differently. Teachers’ views of each method were very divergent. While some
teachers believed that a particular method could promote pupils’ cognitive development
such as understanding of the curriculum content or of mathematical concepts, others
doubted its effectiveness. Some teachers believed that a particular teaching method
could work on pupils’ affective attitudes positively; others suggested it might have
negative effects.

Teachers’ questioning of pupils in a whole class session and class discussion were
perceived to maintain teacher-pupil and between-pupil interactions; these teaching
methods were less able to cater for individual needs. Using a computer and individual
learning were perceived to satisfy individual needs, but interactions were not guaranteed
by these methods. Group discussion was perceived to maintain close peer interaction,
but guidance from the teacher to each group was estimated to be limited. Teachers
believed that reading a textbook, teacher explanation and individual learning overall
promoted pupils’ cognitive development, and they expressed confidence in helping
pupils with learning mathematics through these teaching methods, but they thought that
these teaching methods might affect pupils’ affective attitudes negatively. Teachers
believed that newer teaching methods, such as practical activities and using a computer,

208

<<   <   219   220   221   222   223   224   225   >   >>