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 7.2.3: Mean scores of 5^th graders’ affective attitudes towards mathematics
learning promoted by Teacher explanation varying according to their attribution styles of
failure in mathematics learning

I=Enjoyment, 2=Motivation, 3=Sense of security, 4=Sense Ofprogress

8^th graders attributing their failure in mathematics learning to lack of teacher support
perceived that Teacher explanation promoted their motivation and sense of progress
less, while those attributing their failure in mathematics learning to lack of luck, lack of
effort and task difficulty perceived more that these teaching methods promoted these
aspects positively. These were the similar pattern with the findings of 5^th graders. 8^th
graders attributing their failure in mathematics learning to lack of teacher support also
perceived that Group discussion promoted their sense of progress less than those
attributing it to other factors. 8^th graders’ 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 7.2.12).

Figure 7.2.4: Mean s∞res of 8^th graders’ affective attitudes towards mathematics
learning promoted by Teacher explanation varying according to their attribution styles of
failure in mathematics learning

□ Ability

□ Effort

□ Luck

□ Teacher support

□ Home support

□ Task easiness

I=Enjoyment, 2=Motivation, 3=Sense of security, 4=Sense of progress

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