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

6.2.17

5^πr~

Pupils actually enjoy learning mathematics with activities or concrete
materials. But they come to dislike listening to abstract explanations, and
concentrate less on practising exercises. They try to avoid practice
exercises, which require patience and tenacity.____________________________

6.2.18

ʒɪ-

I know mathematics lessons using practical activities become great fun.
But, if we employ practical activities, we cannot secure the time for
mastering fundamental knowledge and skills. It is not possible to employ
practical activities very frequently, because of the tight curriculum and
limited class duration._________________________________________________________

6.2.19

~5^πr~

Individual preferences for learning mathematics through activities seem to
exist. Children, who usually do well at doing calculations and so on, do not
necessarily enjoy practical activities. Some of them are not familiar with
doing activities on estimation. Others are not good at learning in a group.

6.2.20

5^πr~

A computer can make very precise drawings. Children cannot draw shapes
well, but they can draw shapes with the computer easily. In these cases, I
want to use the computer. Children can understand some concepts more
easily by learning through their visual senses.______________________________

6.2.21

8^tn

Pupils are interested in using a Computerfor computer graphics. Naturally,
I believe, the pupils’ enjoyment and motivation are promoted.______________

6.2.22

8^tn

I sometimes use CAI, Computer-assisted instruction, for individual learning.
Pupils can choose the problems. They can proceed at their own pace. I
help them if they cannot operate it._________________________________________

6.2.23

8^th

Statistics using Excel have been taught since a few years ago. Along with
the popularisation of using computers in classes, the content we can offer
in mathematics classes is getting wider.____________________________________

6.2.24

8^tfl

I don’t think using computers can develop my pupils’ mathematical ideas
as well as discussion. Interactions between teacher and pupils, and
between pupils, are indispensable, in promoting pupils’ understanding and
developing their mathematics ideas. Learning mathematics with computer
programmes lacks such interaction._______________________________________

6.2.25

......8^th

Children may have too great expectations of learning mathematics by
computers. They misunderstand their interest in using the computer as
interest in learning mathematics. Actually, children enjoy learning
mathematics through computers more than doing practice in their notebook.
But such enjoyment does not lead to improvement of their attainment. Even
among the high achievers taking additional mathematics classes, their
interest in using computers seems to vary. Some want to make programs,
others want to use computers for input. I don’t think using computers can
meet children’s expectations. Then it may produce disappointment.________

6.2.26

^5^πr~

Few teachers can use computers. Elementary school teachers need to
teach most of the subjects. We need to prepare for all the subjects. It is
difficult to find time to acquire the skills of operating computers._____________