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explanation with confidence if they emphasise interactions in the class. The level of
interaction is important especially for some 5th graders who attributed support from the
teacher as an important factor in their success in mathematics learning. Perceived
interactions were also important factors for promoting affective attitudes. Although some
5th grade teachers acknowledged that closer interaction through group discussion
promoted pupils’ understanding, this teaching method can limit teacher-pupil interaction.
Teachers need to consider how they can maintain the attention of individual pupils in a
group discussion.
The adoption of Using a computer in mathematics classes was greatly affected by the
availability of resources. This is clearly an area where considerable development is
needed as teaching mathematics through computer use can aid conceptual
understanding. The evidence from the study indicated that using a computer was
perceived as enjoyable and motivating particularly at 5th grade by pupils who perceived
themselves as both good and poor at mathematics. Responses to Using a computer
were least likely to be affected by 5th grade pupils’ self-concept, motivational orientation
and classroom ethos suggesting that it would be a particularly appropriate teaching
method for low achievers and may increase positive attitudes towards learning
mathematics for all pupils. Ways of making full use of the resources need to be found
urgently.
There was a wide distribution in the reported frequency of the adoption of Reading a
textbook and a variety of examples of positive usage and avoidance of this teaching
method were given by 5,h grade teachers. Teachers should consider how to make the
best use of this resource to promote their pupils’ understanding. Opportunities for
sharing ideas need to be created.
Fifth grade teachers should take account of pupil satisfaction in mathematics classes as
this was the strongest factor contributing to pupils’ mathematics self-concept. Overall,
pupil satisfaction in mathematics classes was not high. Teachers need to improve this.
Cohesiveness and satisfaction in mathematics classes were correlated. As young pupils
have been observed to experience co-operation and competition in a group (Shwalb et
al., 1985a, b), building up good relationships in the class could be a positive way to
improve pupil satisfaction.
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