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

6.2.6

1Γ

Children feel more familiar with the learning content when they know the
concept can be adopted in their everyday life._____________________________

6.2.7

~5^τr^^

Children of today do not know how the concept they have learned in
mathematics classes can be used in their everyday life. I would like the
pupils to learn this through taking part in practical activities._________________

6.2.8

^5^πr~^

Children of today lack experiences of dealing with raw materials in their life,
due to a life style with many conveniences. They have not developed a
sense of quantity or weight, which they were previously expected to acquire
in everyday life. We need to remedy this lack in mathematics classes.______

6.2.9

There is normally quite a large difference in the knowledge they have on a
topic between pupils who are attending cramming schools and those who
aren’t. But, in the lessons, adopting practical activities can reduce such
differences. In Otherwords, all of the pupils can take part in the activities
on the same level. Sometimes, pupils who are not so good at mathematics
present a unique view. They have not developed their mathematics abilities
to get higher marks in the tests, but they can present their competencies
such as creativity, analogy and construction of the concept through
activities. The children get approval from their peers and have confidence
in doing mathematics. Naturally, they try harder to learn afterwards.________

6.2.10

The learning content becomes more abstract. It is difficult to talk of
abstract concepts in a concrete way. The topics where we cannot use
concrete materials increase by 5^th grade, especially in relation to number.

6.2.11

ɪ"

The content pupils learn in mathematics classes cannot necessarily be
linked with their experiences in everyday life. The content based on
abstract concepts and the content aiming to develop pupils’ abstract
concepts increase by 5^th grade. Pupils are also developing their abstract
thinking competencies. They become able to think without concrete
materials. In such cases, employing practical activities can present
obstacles to developing abstract thinking competencies.___________________

6.2.12

8^tn

As you know the mathematics the pupils have to learn in senior high
school are absolutely abstract. So, pupils need to be trained to develop
their abstract thinking even at junior high school level.______________________

6.2.13

If the pupils are not accustomed to learning through activities, they may be
confused by learning mathematics in this way, especially, children, who
memorise formula before class, and cannot think flexibly.__________________

6.2.14

8^ttl

Some teachers are good at lessons with practical activities, but others are
not. So this teaching method is difficult to employ because of maintaining
equality between classes.________________________________________________

6.2.15

~5^τfr~

Children may enjoy classes employing practical activities. But, it would be
a negative experience if children did not learn much through such
activities._______________________________________________________________________________

6.2.16

-ɛm-

Pupils do not seem able to apply what they have learned through activities
to other problems. So, learning mathematics through activities does not
lead to improvement of test results. Pupils enjoy practical activities, but
learning mathematics through activities does not necessarily lead to the
promotion of attainment._________________________________________________