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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6.3: Teachers’ perceptions of adopting various teaching methods in mathematics
classes

Teachers pointed out several reasons for adopting different teaching methods in
mathematics classes. First, adopting a range of methods was perceived as beneficial in
promoting pupils’ understanding of the learning content and developing their
mathematical ideas; nine 5^th grade teachers (45%) and three 8^th grade teachers (25%)
gave this reason. Many teachers mentioned that the teaching methods suitable for the
topics of ‘number’ and of ‘shape’ were different (ap.6.3.1.8^th). Some teachers thought
that suitable teaching methods differed according to the stage of pupils’ understanding,
whether introductory, middle or advanced. A 5^th grade teacher suggested that teaching
methods matched to pupils’ understanding levels would facilitate their full involvement in
activities (ap.6.3.2.5^th). Some teachers thought that explaining a problem by using
various teaching methods could be more effective than using only a single teaching
method in promoting pupils’ understanding of the content. One 5^th grade teacher
mentioned that this was especially important for pupils who were not good at
mathematics (ap.6.3.3.5^th). One 8^th grade teacher suggested that dealing with topics
through various teaching methods would be necessary where the pupils were unfamiliar
with the material (ap.6.3.4.8^th).

Secondly, the advantage of adopting various teaching methods was seen in relation to
the difficulty of selecting a particular teaching method which is most effective. Eight 5^th
grade teachers (40%) and two 8^th grade teachers (17%) put forward this view. These
teachers thought that it might be difficult for pupils to define which teaching method was
suitable, in addition, pupils’ preference for teaching methods might change according to
their experience. Teachers thought that pupils would come to like a method as they
became accustomed to it and had positive experiences, such as receiving approval from
others and feeling they had progressed with that method (ap.6.3.5.5^th; ap.6.3.6 for 8^th).

There were several reasons for adopting a range of methods which only 5^th grade
teachers pointed out. First, because doing so was perceived to promote and maintain
pupils’ positive affective attitudes towards mathematics learning; eight 5^th grade teachers
(40%) raised this issue.

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