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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Figure 7.2.2: Mean scores of 8^th graders’ sense of security promoted by teaching
methods according to their attribution styles of success in mathematics learning

□ A b і I it у

□ E ffo rt

□ Luck

□ Teacher support

□ Home support

□ Task easiness

I=Reading a textbook, 2=Teacher explanation, S=IndividuaI work

5^th graders’ affective attitudes towards mathematics learning as promoted by different
teaching methods, overall, did not vary according to their attribution of failure in
mathematics learning. However, 5^th graders attributing their failure in mathematics
learning to lack of teacher support perceived that Teacher explanation could promote
positive affective attitudes towards mathematics learning less. In contrast, 5^th graders
attributing their failure in mathematics learning to lack of effort, task difficulty or lack of
luck perceived Teacher explanation more positively (Table 7.2.3 and Figure 7.2.3). 5^th
grader’s perceptions of the frequency of deployment of each teaching method did not
vary according to the way they attributed their failure (also see appendices Table
7.2.11).

Table 7.2.3: 5^th graders’ affective attitudes towards mathematics learning promoted by
Teacher explanation varying ac∞rding to their attribution styles Offailure in mathematics
learning_________________________________________________________________________________

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