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

LISTS OF CONTENT

CHAPTER 1: INTRODUCTION

1.1 What are the overall aims of this study?                                  1

1.2 Why is this study important?                                             2

1.3 What are the specific problems of Japanese students?                  4

1.4 Widening the range of teaching methods deployed in mathematics       7

Classes

1.5 Other measures to promote pupils’ affective attitudes towards 11
mathematics learning

1.6 What teaching methods are adopted in mathematics classes in 13
Japan?

1.7 The main research questions                                         23

CHAPTER 2: LITERATURE REVIEW

2.1 Factors contributing to pupils’ enjoyment, motivation, sense of 28
security and sense of progress

2.2 The relationships between pupils’ enjoyment, motivation, sense of 41
security and sense of progress

2.3  Developmental differences in pupils’ attitudes towards learning          47

2.4  The factors believed to affect pupils’ attitudes towards learning          49

2.5  Conclusions                                                        63

CHAPTER 3: METHODOLOGY

3.1  Howwastheresearchconducted?                               68

3.2  The design of the questionnaire for pupils                              72

3.3  The design of the questionnaire for teachers                           85

3.4  The design of the interview sheet for teachers                          90

3.5  The data collection                                                     92

3.6  The data analysis                                                   93

CHAPTER 4: COMPARISON OF TEACHERS’ AND PUPILS’
PERCEPTIONS OF PUPILS’ ATTITUDES TOWARDS LEARNING
MATHEMATICS AS REFLECTED IN THEIR PERCEPTIONS OF
THE TEACHING METHODS DEPLOYED IN MATHEMATICS

CLASSES

4.1 Descriptive statistics of the participants’ perceptions                     96

4.2 Comparison of pupils and teachers’ perceptions of the extent to 122
which the four aspects of attitudes towards learning are promoted by
different teaching methods

4.3 Comparison of the perceptions of participants from each group 130

4.4 Relationships between teaching methods in promoting positive 150
attitudes towards mathematics learning

4.5 Perceived relationships Ofaffectwithin each method                  156

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