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

6.2.54

~5^πr^~

Pupils have come to compare their attainments with others’ by 5^th grade.
However, if teachers compare pupils’ attainments and offer them different
treatment according to their attainment, class management is not easy. I
think that class management, which values relationships and mutual
support between peers, is important, especially at elementary school level.
If teachers take test results or pupils’ mathematics attainments seriously,
the pupils will not be happy. They will lose their motivation to learn
mathematics, and feel anxiety. Enjoyment in learning is very important at
elementary school level._________________________________________________

6.2.55

8^th

I want to employ whole-class discussion as much as possible. Mathematics
problems have only one right answer, but there are a lot of routes to reach
the answer. I expect my pupils to find out a lot of routes and select the
most effective route, which can avoid mistakes. Both cultivating pupils’
competencies to widen the possible solutions and selecting the most
effective solution is important._________________________________________________

6.2.56

8^m

Pupils can meet more different perspectives in a large group than a small
group. Pupils can be trained to explain logically. I expect the pupils to have
the competencies to be able to examine a problem for various solutions, but
normally, pupils tend to stick to their favourite solution. If I gather various
solutions and explain them one after another to the pupils, they will not
listen to me. But if pupils take part in discussion they try to understand
others’ views._______________________________________________________________

6.2.57

-ʒvr-

I avoid giving the right answer to them from the beginning. I want my
pupils to set out their views positively and find different opinions to their
peers, examine the appropriateness of each solution and revise their ideas
if necessary. Especially in the unit of shape, pupils can have various
perspectives on one problem. So, I try to pick up their views as much as
possible._______________________________________________________________________

6.2.58

Pupils attending cramming schools sometimes do not know why the
solution is correct, because they learn the formula and procedure. So, I
make them explain the solution to others. They can find that explaining the
solution to others is difficult. They can deepen their understanding through
explaining to others.________________________________________________________

6.2.59

^5^πr~

Children feel secure when they talk about their uncertainty to their peers
and find that other children have the same questions. Then they are
motivated to solve the problem together. Sharing views with peers is also
enjoyable. Children feel relaxed when learning mathematics in a group.

6.2.60

~5^πr~

Learning mathematics with peers in a group has two purposes. One is
promoting their mathematics competencies. The other is learning how to
build a good relationship with peers through learning mathematics. I think it
is important to learn how to co-operate with peers through learning
mathematics together._________________________________________________