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



293

department, institution and community (Biggs, 1993b). These therefore need to change.
At the same time, teachers need to use their knowledge of teaching gained from
everyday practice to promote change. To promote pupils’ affective attitudes towards
mathematics learning, effort both ‘top-down’ and ‘bottom up’ needs to be made.
Consideration also needs to be given to the cultural context, because teachers’ and
pupils’ perceptions of the teaching methods are affected by the cultural and historical
backgrounds within which education in Japan is embedded.

293



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