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

6.1.7

8^th

As you know, mathematics is, in almost all cases, required at the entrance
examination for senior high school. So, we have to focus on improving
pupils’ attainments up to a certain level, even though they do not appear to
enjoy doing the tasks. Especially, this is getting much more important after
the latter stage of the 2^nd year. I sometimes feel tension between an ideal
education, which considers the pupils’ positive feelings about learning
mathematics, and the actual situation, which requires cramming knowledge
and skills to get through the entrance examination.________________________

6.1.8

-gtH-

It is very important for me to ensure that my pupils enjoy learning
mathematics. However, not all of the children are interested in the same
topic or the same materials. So, I don’t think ɪ can make all of the children
in my class enjoy learning mathematics all the time._______________________

6.1.9

Pupils can concentrate on their tasks when they are enjoying lessons,
while they start whispering if they feel bored with the lessons.______________

6.1.10

~8^ffi~~

When pupils feel bored with lessons, they do not reply to my questions and
lose their concentration on the tasks. On the other hand, I can see in the
pupils’ eyes when the lesson is enjoyable.________________________________

6.1.11

^5^w~

It is sometimes very difficult to assess the pupils’ feelings in mathematics
classes from their behaviour or facial expression. I know some children are
enjoying doing exercises even though they seem to be doing so glumly.
Others, who are not willing to raise their hands, sometimes are highly
interested in learning mathematics. In contrast, some children who raise
their views very frequently do not necessarily enjoy learning. I have many
opportunities to observe other teachers’ classes, just as I open my classes
to other teachers to observe, ɪ think we know whether children are enjoying
classes from the classroom atmosphere. In such classrooms, the whole
class seems united and all the children seem to be learning for a common
goal. We can cultivate our competencies in assessing children’s affective
attitudes from the classroom atmosphere through the experiences of
observing pupils.___________________________________________________________

6.1.12

-ʒffr-

I think that promotion of pupils’ motivation is important, because I do not
want to make my pupils dislike mathematics.____________________________

6.1.13

8^th

If pupils are motivated to understand the content, I am sure that their
learning can progress.___________________________________________________

6.1.14

-gtκ~

We use whole-class teaching for most of the class duration. Thus, we can
easily compare motivated and unmotivated students. We can see how
many pupils are unmotivated and who they are.__________________________

6.1.15

Children sometimes tell me that they want to do the same activity again.
Even children who are poor at mathematics try to respond to my questions
when they are motivated to learn. So, I prepare small-step questions so
that every child can follow. Pupils want to continue to study during break
time. They practise similar problems at home autonomously. Being positive
and careful in tasks suggests how much pupils are motivated to learn
mathematics on particular occasions._____________________________________

6.1.16

8^th

I walk between the desks in order to provide pupils with individual support
while they are working individually. Pupils who are unmotivated are not
willing to ask questions even if they don’t know the procedure. When they
have lost their motivation to learn, their expectation of mastering the
content gets weaker.__________________________________________________