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



I: Do you give pupils the opportunities to do practice individually in mathematics
classes?

T: Yes, I do. I help them. Pupils can also help each other in a group. So, I prefer giving
them individual help in break time and after school. Children do not like being in
detention if detention is given only to the children who cannot manage the tasks. So, I
avoid putting certain pupils into detention. Rather, I tell them that they can continue to
study after regular lessons if they want my help. Few pupils want to attend the sessions.
Unfortunately, I sometimes find that pupils who need my help do not always want to stay
after school.

I: Do you give pupils different tasks according to their attainments in mathematics
classes?

T: I normally give the same task to every one in a class. I don’t think that teaching them
through different tasks in the same class is an effective measure to help them effectively.
I give them the same tasks, but I allow them to do different amounts of tasks according
to their learning pace. For instance, give fewer practices to the children who are not
accustomed to the procedures yet. They need to learn how to use the procedures slowly
and carefully until they are accustomed to using them.

I: Do you use discussion in mathematics classes?

T: Yes, as I mentioned before, I often use discussion in my mathematics classes. This is
because discussion is an effective measure to develop pupils’ mathematical ideas.

I: Do you think that employing various kinds Ofteaching methods in mathematics classes
is effective in promoting pupils’ affective attitudes towards mathematics learning? Please
explain your answer.

T: I think teachers should adopt various teaching methods. I believe that pupils come to
learn mathematics by whatever teaching method is often used, and they have good
experiences such as experiencing approval or coming to understand through that
teaching method. I often use discussion in mathematics classes. Thus, my pupils will



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