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

6.1.24

8^tr,

I think pupils’ sense of security is not emphasised greatly in my
mathematics classes.__________________________________________________

6.1.25

Pupils may notice whether they are enjoying activities, feeling able to try to
work hard or whether they understand the content. But, I suppose, pupils
are not conscious about whether they feel secure or not in mathematics
classes. I don’t think they face situations where they feel anxious in
mathematics classes very often.__________________________________________

6.1.26

8^m

I focus on how I can support my pupils in the improvement of their
mathematics attainment, because I believe that their affection for
mathematics will be promoted if they believe they can do well. But when I
saw the pupils’ responses in this questionnaire survey, I realised that my
pupils might feel anxiety in classes. Then, I realised that with some pupils
whose attainment dropped suddenly this might be due to problems with
their classmates or other problems in their life which are not directly linked
with learning mathematics itself. I think that some support on this must be
needed.___________________________________________________________

6.1.27

Mathematics knowledge and competencies are a fundamental requirement
in the children’s later life. Therefore, it is important to ensure all the pupils
believe that they are making progress in developing mathematics
competencies.________________________________________________________

6.1.28

8^tn

The most important aim of mathematics classes is letting the pupils have a
sense of progress. This is different from improving actual attainment.
Pupils’ sense of progress can provide them with confidence in learning
mathematics. Such confidence will promote their motivation to learn
mathematics and enjoyment in learning mathematics.____________________

6.1.29

~5^πr~

Children’s actual attainments do not necessarily link to their fondness for
learning mathematics or their confidence in learning mathematics. You can
find many elementary school pupils who don’t like mathematics, even
though their attainment is high. See mathematics education in other
countries. Children say that they like mathematics in the countries which
consider individual differences. Learning mathematics is not a pain for
them because they learn according to their attainment, the goal is within
their reach. Japanese pupils are encouraged to tackle difficult tasks and
come to dislike mathematics. But, parental expectations seem to be
changing these days. Parents focused on improvement in their children’s
attainments decades ago, but parents of today seem to encourage their
children’s development in forming personality and relationships between
peers. The social trend also seems to be changing. The current
educational reforms with the reduction of the curriculum content and lesson
amount may affect pupils’ attainment negatively. But, I think this policy will
work positively to promote pupils’ affective aspects._________________________

6.1.30

I want my pupils to learn and develop mathematical thinking such as
analogy and deductive thinking. I don’t think half of 5^th graders can
understand what these are. But I continue to tell them about the importance
of developing these competencies. Then I hope that the number of children
who understand the meanings of developing such competencies will
increase.__________________________________________________________________