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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Adopting various teaching methods across classes (ap.6.3.7.5^th) and in one class
session (ap.6.3.8.5^th) was perceived to avoid monotonous lessons and maintain pupils’
attention and interest. Secondly, adopting various teaching methods was perceived as
satisfying individual differences according to prior knowledge, learning speed
(ap.6.3.9.5^th), interests and preferred learning styles (ap.6.3.10.5^th); eight 5^th grade
teachers (40%) acknowledged this. Adopting various teaching methods was also
expected to interest pupils who had already mastered the textbook content outside
school, and therefore would not be interested in conventional lessons (ap.6.3-11∙5^th).
Thirdly, nine 5^th grade teachers (45%) said that employing various teaching methods
was important for promoting pupils’ personal development. Five of these teachers
thought that the combination of both learning individually and through interaction was
indispensable for promoting pupils’ personal development (ap.6.3.12.5^th). Three of these
teachers mentioned that the adoption of various teaching methods could cultivate a wide
range of competencies in pupils (ap.6.3.13.5^th). Three of these teachers suggested that
enabling pupils to realise the advantages of various learning methods would help them
outside school. One 5^th grade teacher suggested that pupils’ experiences of various
learning methods would help them to find problem solutions (ap.6.3.14.5^th).

Summary of 6.3

Table 6.2: Teachers’ views of advantages of adopting various teaching methods in
mathematics classes

Many 5^th grade teachers thought that adopting a variety of teaching methods in
mathematics classes was important, and did so as a part of their practice. Fewer
teachers supported the necessity of adopting various teaching methods at 8^th grade,
although no one expressed disagreement about this practice, except for its
impracticability due to time constraints. This supports the findings from the questionnaire
survey whereby teacher explanation, asking pupils questions and providing
individualised work and help were the main methods adopted in mathematics classes at

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