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

6.2.61

-ʒur-

Only certain pupils put forward their views in whole-class discussion.
Pupils who have studied the learning content at home or at cramming
school, before the class, can present their views. Some pupils are not
willing to suggest things, even if they understand the content. They think
that others will suggest solutions. Many pupils cannot take part in
discussions positively. They cannot conceptualise what their peers are
raising in the discussion. So discussion is beneficial only for the pupils who
give their opinions positively. High mathematical attainment is required to
take part in discussion positively in mathematics classes. This is different
from discussion in language or social sciences, which can involve a wide
range of pupils in discussion more easily. I sometimes make the high
achievers wait for other pupils to express opinions._________________________

6.2.62

-jɪ-

Not all of the pupils can raise their views in a whole-class discussion. Time
constraints allow a certain number of pupils to raise their views. Some
pupils do not like raising their views in the whole class. I suppose they wait
for someone else. Pupils feel able to raise their views in a group. I employ
group discussion sometimes, so that all of the members in a group can put
forward their opinions.______________________________________________________

6.2.63

^5^τfr^

Pupils have a wide range of attainment. So, it is difficult knowing how to
divide pupils into groups. For instance, if we put the pupils into a group
randomly irrespective of their attainment, there are some pupils who may
express their views, and others, who cannot understand what is discussed.
Ifwe make groups according to attainment, the group with higher
attainment may accomplish great discussion, but no one in the group with
lower attainment may be able to express any opinions.___________________

6.2.64

8^th

Pupils have not developed their competencies of discussion yet, so I don’t
think they can share their views effectively. They can present some
knowledge. But, it is difficult for them to express their own views or respect
the views of others._________________________________________________________

6.2.65

~5^τfr~

I cannot observe all of the groups at one time. So even if they raise a good
point, I may fail to take it up in the class.________________________________________

6.2.66

8^th

Each lesson contains important points, which cannot be missed. Ifwe leave
them in a group to learn mathematics, I am afraid they may miss some
important points.____________________________________________________________

6.2.67

^5^πr~

Higher achievers may state the answers and others may just follow that
answer. Then, low achievers or unmotivated pupils will not be willing to try
to think the solution out by themselves. I would like to emphasise individual
learning rather than group learning. It is important for the pupils to think and
find out the solutions by themselves.______________________________________

6.2.68

8^tn

We have to cover a lot of curriculum content in a limited time duration. It is
difficult to adopt discussion in mathematics classes, because of time
constraints.____________________________________________________________________

6.3.1

8^tn

I think it is important to select teaching methods according to the learning
content. Different teaching methods are needed to teach the units of
‘number’ and ‘shape’. I choose the teaching method which can convey the
learning content clearly and ensure that pupils feel free to be involved in
learning._______________________________________________________________________