5.1.59 |
^5w^^ |
^T~ |
Pupils enjoy practical activities because this teaching method allows |
5.1.60 |
-ɛtr- |
The teaching methods which promote pupils’ interest and | |
5.2.1 |
~5fr~ |
~τ~ |
Pupils are motivated to learn mathematics when they feel |
5.2.2 |
8th |
^τ~ |
This teaching method avoids providing pupils with a sense of being |
5.2.3 |
-ɛtɪr- |
^p~ |
I am motivated to find the answer through practical work with trial and |
5.2.4 |
8th |
-p- |
I try harder to learn mathematics in individual sessions rather than |
5.2.5 |
Γ5tr- |
Children are motivated to learn mathematics by being involved in | |
5.2.6 |
8th |
τ |
Pupils are more interested in observation and experiences than |
5.2.7 |
8th |
~P~~ |
The teaching methods which inspire our interest promote our |
5.2.8 |
8th |
~p- |
I feel I try hard when I take part in practical activities, because I am |
5.2.9 |
8th |
I am motivated to learn mathematics by using a computer, because | |
5.2.10 |
-ɛffr- |
^^P~ |
Mathematics is my favourite subject, and I can do it well. I am |
5.2.11 |
-gtF- |
~P^^ |
I will be motivated to learn mathematics by using a computer, because |
5.2.12 |
8th |
ɪ |
It is important to value individual needs rather than collective needs. |
5.2.13 |
~5lfr~ |
__ |
This teaching method can maintain pupils’ motivation to learn |
5.2.14 |
^τ~ |
Pupils’ attainments become more diverse as their grades proceed. The | |
5.2.15 |
8th |
Teachers can provide support to individuals according to their level of | |
5.2.16 |
~5tf^ |
T^~ |
Pupils can proceed in their mathematics learning in their own way; this |
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
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