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



IV. How often do you have these kinds of learning methods in
your mathematics lessons?

Always

Nearly
Always

Some
Times

Hardly
Ever

Never

Practical work

Doing practical work in a small group, for
example, making something together,
doing experiments or investigation.

Using a computer

Reading a textbook

Reading about something, for instance,
explanations in textbooks.________________

Teacher explanation

Listening to the teacher explaining to the
class and the teacher asking the class
questions.________________________________

Individaul work

Doing individual work such as doing
exercises.________________________________

Individual help

Individual help: talking to the teacher on
your own about your work.______________

Whole-class discussion

Whole-class discussion where you give
ideas and you listen to others giving theirs.

Group discussion

Small-group discussion where you give
your ideas and you listen to others giving
theirs.__________________________________________



More intriguing information

1. Kharaj and land proprietary right in the sixteenth century: An example of law and economics
2. Distribution of aggregate income in Portugal from 1995 to 2000 within a SAM (Social Accounting Matrix) framework. Modeling the household sector
3. The name is absent
4. AN ANALYTICAL METHOD TO CALCULATE THE ERGODIC AND DIFFERENCE MATRICES OF THE DISCOUNTED MARKOV DECISION PROCESSES
5. Estimating the Technology of Cognitive and Noncognitive Skill Formation
6. MANAGEMENT PRACTICES ON VIRGINIA DAIRY FARMS
7. Strategic Effects and Incentives in Multi-issue Bargaining Games
8. Correlation Analysis of Financial Contagion: What One Should Know Before Running a Test
9. Effects of red light and loud noise on the rate at which monkeys sample the sensory environment
10. The name is absent