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teaching methods on pupils’ attitudes. They most frequently deploy the teaching
methods, which they perceive promote pupils’ sense of security and sense of progress.
This is especially the case at 8th grade. However, adoption of a broad range of methods
is important chiefly because it is beneficial for satisfying individual differences. The
literature already suggests that teachers believe that the adoption of a broad range of
methods is beneficial to satisfy differences in pupils’ needs arising from differences in
attainment (e.g. Ishida et al., 1986, Kajita et al.1985). This study indicates that it is also
beneficial to satisfy individual differences in attitudes.
Pupil satisfaction in mathematics classes should be valued. Although satisfaction was
the strongest factor contributing to pupils’ mathematics self-concept, satisfaction in
mathematics classes was not high at either grade. If pupils’ attitudes towards
mathematics are to be improved, teachers need to consider a range of factors, which
contribute to pupil satisfaction. The teachers need to promote pupils’ understanding. The
teachers also need to build up good relationships between teacher∕pupil and pupil∕pupil
in mathematics classes. They also need to help pupils with ensuring that they make
progress in mathematics learning through effort. In addition, they need to convey the
importance of enhancement of individual effort in the learning process to their pupils
through praise.
The educational significance for 5th and 8th grade teachers in widening the range of
teaching methods is different as examined in the previous section. However, if there is to
be real change, teachers of both age groups need to change their aims so that they
value positive affective attitudes towards mathematics learning rather than attainment
goals alone. In addition, teachers should take time to share their positive beliefs and
attitudes towards mathematics learning with their pupils as Brown (1999) has suggested.
In short, to improve pupils’ affective attitudes towards learning mathematics, teachers
should consider the effective deployment of a range of teaching methods, enhancing the
classroom environment, and pupil support, while the Japanese government needs to
consider improved teaching training, resources, developing appropriate senior high
entrance examinations and textbooks in order to promote the adoption of a diverse
range Ofteaching methods in mathematics classes. Teachers’ practices are believed to
be greatly affected by their working environments including pressure from their
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