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

Interview Sample: 5^th grade teacher (I = Interviewer, T = Teacher)

I: Firstly, I would like to have your opinions about promoting pupils’ positive attitudes
towards mathematics learning. Do you think that promoting pupils’ enjoyment in learning
mathematics is important in mathematics classes? Could you explain your response?

T: Yes, it is. I have three methods which I attempt to use in my mathematics classes.
Firstly, I often adopt group activities. I think that it is important to have lessons in which
every one feels able to raise their views and knows that no one laughs at them even if
they make mistakes. Secondly, I try to give my pupils the opportunities to feel a sense of
accomplishment and satisfaction. Thirdly, I try to adopt experimental and practical
activities. However, the number of opportunities to teach mathematics by linking their
learning with everyday life is reduced as pupils’ grades proceed. 5^th graders have to
learn abstract topics such as fractions. Many 5^th graders begin to show an interest in
thinking about abstract topics.

I: Can you assess whether pupils are enjoying learning mathematics in your classes?
How do you assess it?

T: It is sometimes very difficult to assess the pupils’ feelings in mathematics classes
from their behaviour or facial expression. I know some children are enjoying doing
exercises even though they seem to be doing so glumly. Others, who are not willing to
raise their hands, sometimes are highly interested in learning mathematics. In contrast,
some children who raise their views very frequently do not necessarily enjoy learning. I
have many opportunities to observe other teachers’ classes, just as 1 open my classes to
other teachers to observe. I think we know whether children are enjoying classes from
the classroom atmosphere. In such classrooms, the whole class seems united and all
the children seem to be learning for a common goal. We can cultivate our competencies
in assessing children’s affective attitudes from the classroom atmosphere through the
experiences of observing pupils.

I: Do you think it is important to keep pupils’ motivation to learn mathematics high?

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