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

5.3.14

-ɛtfr-

P

I can’t be calm in a class if I feel observed by many people. I am quite
OK in a group session with a few members.________________________

5.3.15

8^th

T^^

I can reduce my anxiety when I learn with my peers in a group. I feel
much easier asking my friends uncertain points than the teacher.
When I find other group members have uncertain points, I can avoid
the feeling of only me being left behind.________________________________

5.3.16

8^th

~p~^

I sometimes feel nervous when I work on tasks by myself. But I feel
secure when I remember that my teacher helps me when I need her
help.______________________________________________________________________

5.3.17

8^th

^^P~

I don’t need to be too anxious in my mathematics classes, because I
know my teacher is paying attention to every student._________________

5.3.18

T~

Practical work can promote pupils’ sense of security, because pupils’
understanding is more smoothly promoted by contact with concrete
objects rather than abstract thinking.___________________________________

5.3.19

T~

ɪ think that pupils feel more secure when they learn mathematics with
peers in a group. This is because their understanding is promoted by
discussing what they have not understood and supporting each other
with peers._____________________________________________________________

5.3.20

8^th

ɪ

Pupils feel more secure in learning mathematics through listening to
explanations from the teacher. Teachers can explain accurately what
the pupils have not mastered; as a result, pupils’ understanding is
promoted.________________________________________________________

5.3.21

8^th

ɪ

Once pupils know that they can get over the problem, they feel secure
in accepting the challenge of new problems. Thus, individual help from
teacher will be beneficial in helping pupils feel secure in mathematics
learning.__________________________________________________________________

5.3.22

8^th

~p~

I come to reduce my anxiety in learning mathematics when I find
myself being able to manage the task. I think it is important to
overcome the difficulties with help from the teacher.____________________

5.3.23

ɪ-

^P~

I feel secure when I am becoming familiar with what I should do in the
next step and I find the solution as others do. My teacher can explain
very clearly, so we can understand his explanation quite easily._______

5.3.24

ɪ^-

__

Pupils feel secure in learning mathematics once they start to think and
develop their mathematics concepts. Experiential learning is beneficial
to develop pupils’ mathematical concepts, because such experiences
encourage them to start thinking._____________________________________

5.3.25

8^th

τ~

Pupils feel secure in learning mathematics through having discussion
with peers, because sharing perspectives with peers can widen the
pupils’ mathematical concepts._______________________________________

5.3.26

ɪ-

ɪ

Listening to others’ perspectives makes me feel secure._______________

5.3.27

8^th

P

I feel secure in learning mathematics in a group; because I feel much
more confident about raising my views when I learn mathematics in a
group than in a whole class._________________________________________

5.3.28

-ɛw-

~P~

Knowing various views from a lot of members of the class and feeling
sympathy with those who have the same view as mine gives me
confidence. As a result, I can feel secure in mathematics learning.

5.3.29

ɪ-

__

Pupils feel secure in doing practical work, because pupils can take
part in the activities, irrespective of their current attainment.____________

5.3.30

Pupils feel secure when they feel involved in mathematics classes
through putting forward their views in mathematics classes.___________