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constructivist’ model which values children’s maturationaɪ processes and learning which,
it is proposed, occurs through interaction with more competent partners. Shayer (1997)
argued that a combination of group experimental activities and discussion would connect
Piagetian and Vygotsykian perspectives and promote the mathematics performance of
pupils of a wide range of attainment, because only the top 20% of the children in his
study had developed formal operational thinking by the age of eleven or twelve.
Brown et al. (1999a) suggested the similarity between connectionists’ views of
mathematics teaching and the Japanese style teaching methods. Mathematics lessons
in Japan normally start with examples connected with children’s everyday life and lead to
a formula, definition of terms and the statement of rules for performing mathematics
operations. This is called the problem-solving teaching method, and consists of
individual free orientation and verbalisation through discussion and explanation in a
whole-class session (Whitman, 1997). This teaching method helps teachers to
appreciate pupils’ ideas and present lessons based on a detailed knowledge of each
pupil’s current understanding (Whitburn, 2000). This concept of problem-solving
teaching in Japanese schools seems similar to interventions adopted in Shayer’s (1997)
study.
In summary, the Ministry of Education in Japan (1999) believes that widening the range
of teaching methods adopted in mathematics classes could promote pupils’ positive
affective attitudes towards mathematics learning. It is perceived as promoting pupils’
understanding of the content, triggering pupils’ intrinsic motivation, supporting pupils’
moral and personal development, increasing the value placed on mathematics learning
and satisfying individual differences. Widening the range Ofteaching methods adopted in
mathematics classes is also an international trend, particularly aimed at promoting
pupils’ understanding of the curriculum.
1.5: Other measures to promote pupils’ affective attitudes towards mathematics
learning
The Ministry of Education in Japan (1999) proposed several measures to promote
positive affective attitudes in mathematics learning. The reduction of curriculum content
specified in the current educational reform aims to promote such attitudes. The Ministry
suggests that the reduction of taught curriculum content, and transition measures to
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