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

6.2.46

8^tn

The attainments of low achievers and high achievers are very different.
Teachers need to seek out the appropriate level of explanation to promote
all ofthe pupils’ motivation. Ifwe emphasis the acquisition Offundamental
knowledge and skills for the pupils, high achievers may lose their
motivation to learn. Ifwe prepare only problems which need high
competencies, low achievers cannot keep up with the class. We need to
seek out the appropriate level of difficulty for lessons so that all of the
pupils can be happy with the lessons._____________________________________

6.2.47

8^tn

Large differences exist in the attainment of pupils. Pupils attending
cramming schools can finish tasks very quickly. Pupils can set up individual
goals in individual learning sessions. Pupils seem motivated to learn
mathematics in this way._________________________________________________

6.2.48

5^πr~

I think that it is most important to support the pupils according to individual
need.________________________________________________________________

6.2.49

^-5^ffr~

Pupils in my class can be divided into three groups. One group is for the
pupils who have already learned the content at cramming school. Another
group is for the pupils, who can understand my explanations. The rest is for
the pupils, who have difficulties in understanding my explanations. While
pupils are doing exercises, I go directly to pupils explaining difficulties.
Pupils can have break time after they complete the appointed tasks. I
continue to teach the pupils who have not finished through break time.

6.2.50

8^ttl

After I explain the main principles and ask the class some questions and
make them answer, to confirm most of them have understood the learning
content, I have an individual learning session. The textbook contains
exercises. While pupils are doing these exercises, I normally walk between
the desks and support the pupils who cannot complete the exercises by
themselves. One third of pupils in a class need individual support. I give
pupils a pre-test soon after the academic year starts. I select several pupils,
who need support. In the individual learning sessions, I try to support these
pupils as much as possible.______________________________________________

6.2.51

^-5^πr-

Pupils can know which problems they have not mastered by themselves.
While I make them do exercises, ɪ observe how they are dealing with the
problems, understand the extent to which they have mastered the content
and think out how I can support their needs. In this sense, keeping time for
doing individual exercises is very important.________________________________

6.2.52

Children may forget how they have found the answer sooner or later. So,
making them do exercises repeatedly is very important to ensure their
understanding.__________________________________________________________

6.2.53

~5^ffr~

The individual teaching method may satisfy individual differences, but I
believe that all of the pupils can achieve mastery up to a certain level. I
think it is better to encourage both high achievers and low achievers to help
other. I ask the pupils who have finished earlier to write their solution on the
blackboard. Thus, these pupils learn the same problem twice, once in their
notebook and then on the blackboard, ɪ let them write out the thinking
process, so these pupils also notice their misunderstandings. Slow learners
can learn from high achievers. Higher achievers can explain to their peers
more plainly than the teacher.____________________________________________