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

T: I don’t think it is a big issue in mathematics learning. I think pupils’ sense of security is
not emphasised greatly in my mathematics classes. But I try to have a classroom ethos
whereby pupils can point out their lack of understanding of the curriculum when they are
unsure about what they are learning. I try to set questions so that pupils who are not
good at mathematics can reply. So, pupils can raise their views.

I: So, pupils feel able to raise their views in a class?

T: I cannot say that all of the pupils in my class can raise their views. But I do not
imagine that some pupils feel difficulties in raising their views because of the pressure
from peers.

I: Do you think it is important to ensure that pupils feel progress in mathematics
learning?

T: I think that ensuring that pupils feel progress in mathematics classes is one of the
educational aims in mathematics classes. Pupils seem to feel progress when they can
reply to my questions in mathematics classes. I think that understanding is a key factor
contributing to their sense of progress. Their attainments can surely improve when they
want to understand the curriculum.

I: This time, I would like to have your opinions about teaching methods in your
mathematics classes. First of all, could you explain the teaching pattern you adopt in
your mathematics classes?

T: In the introductory stage, I give them examples and encourage them to explain their
ideas in their own language. I think that this is an effective measure to help them to
understand mathematical concepts. I devote time to making them do practices in order
to develop their abilities to deal with mathematical problems. I think it is important to
make them confirm what they have already mastered and have not mastered yet

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