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Although satisfaction was the strongest factor predicting mathematics self-concept and
the factor most strongly affecting pupils’ affective attitudes towards mathematics
learning, pupils at both grades did not report feeling very satisfied in mathematics
classes. Although teachers acknowledged the relationships between reduction of
difficulties and satisfaction in mathematics classes, reported difficulties increased
between 5th and 8th grade. Perceptions of traditional teaching methods were more likely
to be affected by self-concept, motivational orientation, perceived classroom ethos and
teacher praise and perceived frequency of teaching methods than their perceptions of
recently developed teaching methods. Perceptions of Using a computer was the least
affected teaching method at 5th grade.
Conclusion
5th graders preferred Practical work and learning mathematics as a class rather than
individually. Their teachers acknowledged this. They evaluated the recently developed
teaching methods positively, held a more integrated view of the effects of different
teaching methods on pupils’ affective attitudes, and admitted that adopting various
teaching methods in mathematics classes was beneficial.
However, the reported frequency of the deployment of recently developed teaching
methods was still low. This seems to be because teachers believed that enjoyment in
mathematics learning was not related to sense of progress. Lack of teacher’ confidence
and resources were additional obstacles to teaching mathematics through recently
developed teaching methods. 8th graders and their teachers, overall, shared the aims of
doing well in high school entrance examinations. They perceived that effort was the key
factor of success. They preferred traditional teaching methods, which they believed
could promote their sense of security and progress. Teachers perceived that sense of
security and sense of progress in mathematics classes were not related to enjoyment
and motivation as did 5th grade teachers. However, pupils of both age groups perceived
that these four aspects were correlated. Teacher explanation was the teaching method
which pupils of both grades perceived could promote their positive affective attitudes
towards mathematics most.
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