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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grade, while teachers’ perceptions of friction in the classroom was a positive predictor at
5^th grade. 5^th grade teachers attempting to enhance pupils’ mathematics self-concept
believed that Practical work could promote pupils’ enjoyment and sense of progress
positively but motivation negatively. 8^th grade teachers attempting to enhance pupils’
mathematics self-concept believed that Individual work and Whole-class discussion had
a negative effect on at least some aspects of pupils’ affective attitudes. The perceived
frequency of praise being given based on the pupils making more effort than others was
a positive predictor for 8^th grade teachers, but not for 5^th grade teachers.

Teachers’ attempts to promote pupils’ mathematics self-concept seemed strongly related
to their attempts to promote pupils’ general self-concept at both grades. The other
factors were much weaker predictors. For 5^th grade teachers, Practical work in relation to
its effects on affect was both a positive and negative predictor.

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