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

5.2.37

8^th

^P~

I cannot concentrate on the lessons in whole-class sessions with
many other students. But I can concentrate on the tasks in individual
sessions. So, Γm very motivated to learn mathematics in individual
sessions.___________________________________________________________

5.2.38

-ɛnr-

~P^~

I feel disturbed when I learn mathematics in a group. I don’t feel
anyone disturbing me in an individual session, and I can concentrate
on doing the task. So, Γm more motivated to learn mathematics in an
individual session than a group session.______________________________

5.2.39

-ɛtff-

T^-

I am motivated to raise my views in class discussion, because it
involves some competition with peers.________________________________

5.2.40

8^th

^P~

I am motivated to learn mathematics in a group session. I really wish
to keep up with the students who have higher marks than me.________

5.2.41

^r^5^ιr"

~T~

Practical work promotes pupils’ motivation to learn mathematics,
because this teaching method inspires pupils’ interest, while it
promotes their understanding of the curriculum._______________________

5.2.42

^5^τκ~

^T~

I think adopting both practical work and individual help will help pupils
to be motivated to learn mathematics. Practical work and experiments
promote pupils’ interest in learning mathematics, while providing
individual help promotes their understanding._________________________

5.3.1

^5^lfr~

__

Pupils will feel secure if teachers can provide their pupils with support
according to their individual current attainment.________________________

5.3.2

8^th

ɪ

Individual learning after a certain period of whole-class explanation is
important to maintain the individual’s sense of security. Each child can
receive support about what they have missed so far._________________

5.3.3

^τ~

Some pupils can be involved in discussion positively through putting
forward their views. Others can be involved by just listening. So, pupils
be either active or passive according to their preference. So, pupils
feel secure in learning mathematics through discussion._______________

5.3.4

^^5^πr^^

~τ~

Pupils feel secure in dealing with tasks at their own pace.______________

5.3.5

-ɛtfi-

τ

Pupils can proceed in learning at their own pace, so they can feel
secure in learning mathematics.______________________________________

5.3.6

~5^tfγ^

__

Pupils can learn mathematics according to their own interest, so they
feel secure in mathematics learning._________________________________

5.3.7

8^th

~p~

I feel secure in individual sessions; because I don’t need to be
nervous about being left behind others when I learn individually._______

5.3.8

-ɛtir-

__

I can take time to understand the problem when I learn individually.
This is why I feel secure in learning mathematics in individual sessions.

5.3.9

~5^τπ^~^

T~

Pupils can feel secure in learning mathematics by getting individual
support though interaction with the teacher or peers.__________________

5.3.10

^5¹^

T

Pupils of today feel secure in learning mathematics individually
because they are not good at interaction with others.__________________

5.3.11

-ɛt^-

~τ^

This teaching method prevents pupils from making mistakes in public,
so pupils feel secure in learning mathematics.________________________

5.3.12

8^th

ɪ

This teaching method can prevent pupils from feeling they are
compared in their performance with peers, as a result, pupils’ feeling
secure is ensured. _____________________________________________

5.3.13

8^th

~p~

I don’t like either being observed by others or raising my views in a
class. So, I feel secure in individual sessions. I try to solve the
problems by myself and to get help from the teacher when I need it.