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

more than doing practice in their notebooks. But such enjoyment does not lead to the
improvement of their attainment. Even among the high achievers taking additional
mathematics classes, their interest in using computers seems to vary. Some want to
make programs, others want to use computers for input. I don’t think using computers
can meet children’s expectations. It may produce disappointment. But I found that pupils
are interested in using a computer for computer graphics. They showed interest in the
computer graphics which I used in the teachers’ room. I came to think that using
computers in mathematics classes could promote pupils’ enjoyment and motivation.

I: How do you use textbooks in mathematics classes?

T: I hardly ever use textbooks. I use them when the textbooks can explain effectively
what I want to teach to my pupils. But I normally try to explain to them by myself without
relying on textbooks.

I: Do you use discussion in mathematics classes?

T: I prefer whole class discussion to group discussion. I use group discussion only when
findings are discussed in the whole class afterwards. Pupils can learn from each other in
a group. I gave them a problem, for instance, finding out the equalities whose answer is
one to ten, using four 4s. High achievers can find all the answers by themselves, while
other pupils find only a few answers. Pupils can share the views and help each other in a
group. I encourage my pupils to co-operate when they do practices.

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

T: It depends on which should be emphasised in mathematics teaching, building up the
concepts or the acquisition of skills. I think that building up the concepts has been cut off
in the new curriculum, under the name of ensuring that all the pupils can understand the
curriculum. For instance, the new curriculum does not include inequality. Pupils learn

<<   440   441   442   443   444   >>

More intriguing information