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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Shwalb et al., 1985). However, frequent perceived deployment of Individual work at 5^th
grade was related to more positive perceptions of the effects of this teaching method on
attitudes.

Teacher Explanation where pupils learn mathematics through interaction with the
teacher was preferred by pupils at both grades. In contrast, both teachers and pupils
perceived that Reading a textbook affected pupils’ affective attitudes towards
mathematics learning negatively. Pupils’ perceived frequency of deployment of Reading
a textbook, and discussion style teaching methods were correlated with their preference
for these methods. Being accustomed to learning mathematics through these teaching
methods seems to generate more positive effects on attitudes.

To conclude, teaching methods, which involve active participation are perceived by
teachers to promote pupils’ enjoyment and motivation more than those which require a
more passive learning style. The latter are seen to promote a sense of progress and a
sense of security. This is particularly so at 8^th grade where there is greater pressure
towards being successful in examinations. Pupils tend to like what is on offer with their
preferences especially at 8^th grade, reflecting their teachers’ views regarding enjoyment,
motivation, sense of progress and sense of security, although they consistently gave
lower ratings than their teachers. There were differences between 5^th grade teachers’
understanding of the effects of Practical work and individualised teaching methods and
pupils’ preference for these teaching methods. At 8^th grade teachers and pupils may
have a stronger shared aim, examination success, whereas pupil and teacher aims at 5^th
grade may be more diverse leading to greater differences in perceptions.

Findings regarding Question 2

The second question considered the factors ∞ntributing to pupils’ affective attitudes
towards mathematics learning. These factors were explored through open questions to
teachers of both age groups and 8^th graders in the questionnaire. The second question
also examines teachers’ views of pupils’ affective attitudes, teaching methods adopted in
mathematics classes and widening a range of teaching methods adopted in
mathematics classes. Teachers’ views were obtained more fully by interview.

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