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

5.2.17

ɪ-

τ~

Children can learn mathematics according to their interest when they
learn mathematics through practical activities, as a result, their
motivation is promoted.       _______________________________________

5.2.18

-gtFΓ-

-p—

I am motivated to learn mathematics in individual work. I can do
exercises at my pace and repeat questions I am uncertain about until I
am sure I can do them.____________________________________________

5.2.19

^5^πr^

T^-

Children are motivated to learn mathematics when they understand
what they are learning and feel able to manage the task provided.

5.2.20

-ɛfɪr-

Pupils are motivated to learn mathematics when they get satisfaction
from being able to understand the learning content.___________________

5.2.21

^5^πr~

T”

Children are motivated to learn mathematics through interaction with
peers because such interaction promotes their understanding of the
curriculum._____________________________________________________________

5.2.22

~5^tfγ~

ɪ

Learning mathematics with tangible things will promote children’s
understanding in a concrete way, as a result, they are motivated to
learn mathematics.__________________________________________________

5.2.23

-gtκ-

ɪ

Individual help is beneficial in promoting pupils’ motivation to learn
mathematics, because it clarifies what pupils have previously missed.

5.2.24

-ɛw-

~p~

I come to understand the content by doing exercises. As I feel able to
understand the content, I feel happier. Then, I come to try harder to
learn mathematics.__________________________________________________

5.2.25

8^th

ΠΓ~

I came to understand mathematics with my teachers’ help in individual
sessions. Then, I gradually felt able to try hard to deal with the tasks.

5.2.26

-gtH-

V~

I try hard to learn mathematics with my peers, because listening to
their explanation promotes my understanding of the content.__________

5.2.27

8^th

-p-

I try to read the explanation written in a textbook repeatedly when I am
uncertain about particular points. As I gradually come to understand
the content, I feel able to try hard to learn mathematics.________________

5.2.28

-дїїї-

ɪ

Knowing others’ views and examining their justifications and the
suitability of each solution motivates pupils to learn mathematics.______

5.2.29

8^th

~f~

Practical activities promote pupils’ motivation to learn mathematics,
because this teaching method develops their mathematical concepts
through trial and error.____________________________________________________

5.2.30

8^th

ɪ

Pupils are motivated to learn mathematics by using a computer.
Computers can develop their mathematical concepts through the
visual sense.___________________________________________________________

5.2.31

8^th

^γp~

I feel able to try harder to learn mathematics when I know other
students’ views.________________________________________________________

5.2.32

8^ttl

^-p^-

We can teach each other in a group. It is enjoyable and I am
motivated to try hard.__________________________________________________

5.2.33

8^th

^p^-

I am motivated to learn mathematics when I see everyone around me
trying.______________________________________________________________________________

5.2.34

8^th

^-p^-

I am motivated to learn mathematics when I undertake tasks with my
friends or classmates who have similar mathematics marks.__________

5.2.35

~8^tfγ~

^p~^η

I may give up difficult problems when I am doing them by myself. But I
feel able to try hard to do them when my teacher helps me.___________

5.2.36

8^th

I feel able to try harder when I get praise from my teacher irrespective
of whether it is in an individual session or a whole-class session.______