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

5.3.31

5^t"

τ~

Pupils feel secure when they feel able to deal with mathematics
learning autonomously, not passively.________________________________

5.3.32

ɪ-

T^-

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

5.3.33

8^th

ɪ-

Doing work alone makes me feel secure, rather than relying on others.

5.3.34

8^th

τ

Pupils are interested in challenging new things. This is also the case
in learning mathematics. It promotes their sense of security.___________

5.3.35

8^th

^P~

I feel secure in learning mathematics through using a computer,
because it is fun and I can learn mathematics with a game-like feeling.

5.3.36

8^th

ψ^~

I feel secure in learning mathematics with this method, because it is
something new._________________________________________________

5.3.37

8^th

-p-

I sometimes get nervous when I listen to my teacher’s explanation. But
I can calm down and feel secure in doing tasks by myself._____________

5.3.38

8^th

^p"

I feel secure in individual sessions, because I can concentrate on my
tasks. I feel very confused when I learn mathematics in a group._______

5.3.39

8^th

~P~

1 feel secure in learning mathematics with the methods which I am
accustomed to, such as listening to teacher explanation and doing
exercises.______________________________________________________________

5.3.40

8^th

^p~

I feel secure in learning mathematics with these methods, because I
have managed to do well using these methods so far.________________

5.3.41

^5*^r^

T~

Practical work can promote pupils’ interest and autonomy in learning
on the one hand, and their understanding on the other hand. This
method also can develop pupils’ mathematical concepts at an
individual pace. As a result, their sense of security is ensured._________

5.3.42

~5*^fγ~

Adopting discussions and individualised teaching methods in
combination is beneficial to promote pupils’ sense of security in
mathematics classes. Discussions encourage pupils to develop their
mathematical concepts through sharing ideas with peers, while
individualised methods meet individual needs to resolve the points of
uncertainty by themselves or with help from the teacher. In addition,
the individual child can bring the findings gained through individualised
methods to discussion with peers.____________________________________

5.3.43

8^th

~p~

1 can deepen my understanding of the curriculum through doing
exercises individually. Afterwards, I can ask my teacher about unclear
points. I can reduce anxiety when I learn mathematics this way._______

5.4.1

~5^w~

__

Pupils can have a sense of progress in individual sessions, because
individuals can deal with the tasks according to their current
attainments and get support from the teacher to satisfy their needs.
Then, they have a sense of accomplishment and progress.___________

5.4.2

8^th

^-T^-

Wide individual differences exist in pupils’ current attainment in the
classroom. Therefore, preparing tasks matched to individual
attainment and supporting pupils individually encourages them to have
a sense of progress.______________________________________________

5.4.3

8^th

^p~

I can learn mathematics at my own pace in individual sessions, so I
can have a sense of progress in individual sessions.__________________

5.4.4

8^th

-p—

I feel progress when I learn mathematics individually, because I can
pick out the problems, for which I need to be trained, and focus on
practising similar problems until I get feeling of progress._______________