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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progress. Those attributing success to support at home perceived less that Practical
work could promote these aspects. 5^th graders attributing their success to support from
the teacher perceived more frequent deployment of Practical work than those attributing
it to task easiness. 5^th graders attributing success to luck perceived less overall that all
teaching methods could promote positive affective attitudes towards mathematics
learning (see e.g. Figure 7.2.1). (also see appendices Table 7.2.1-Table 7.2.5)

Figure 7.2.1: Mean s∞res of 5^th graders’ motivation promoted by teaching methods
according to their attribution styles of success in mathematics learning

I=Reading a textbook, 2=Teacher explanation,
3=lndividual work, 4=Whole-class discussion

8^th graders attributing success to effort and support from the teacher perceived more
than those attributing success to ability that Teacher explanation could promote positive
affective attitudes. 8^th graders attributing success to ability, effort or task easiness
perceived more than those attributing it to support from the teacher that Individual work
could promote their sense of security and sense of progress. 8^th graders attributing
success to effort and support from teacher perceived more than those attributing it to
task easiness that Reading a textbook could promote their motivation, sense of security
and sense of progress. 8^th graders attributing success to luck overall perceived less that
all teaching methods could promote positive affective attitudes towards mathematics
learning (see Figure 7.2.2). (also see appendices Table 7.2.6~Table 7.2.10).

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