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

CHAPTER 5: COMPARISON OF TEACHERS’ AND PUPILS’
PERCEPTIONS OF THE FACTORS CONTRIBUTING TO PUPILS’
AFFECTIVE ATTITUDES TOWARDS MATHEMATICS LEARNING
Promobted by different teaching methods

5.1 Teachers’ and pupils’ perceptions of the factors contributing to 168
pupils’ enjoyment in mathematics learning

5.2 Teachers’ and pupils’ perceptions of the factors contributing to 173
pupils’ motivation to learn mathematics

5.3 Teachers’ and pupils’ perceptions of the factors contributing to 177
promoting pupils’ sense of security in learning mathematics

5.4 Teachers’ and pupils’ perceptions of the factors contributing to 182
pupils’ sense of progress in learning mathematics

5.5 SummaryofChapterS                                       187

CHAPTER 6: TEACHERS’ PERCEPTIONS OF TEACHING
METHODS ADOPTED IN MATHEMATICS CLASSES

6.1 Teachers’ perceptions of pupils’ affective attitudes towards 190
mathematics learning

6.2 Teachers’ perceptions Ofteaching methods adopted in mathematics 198
classes

6.3 Teachers’ perceptions of adopting various teaching methods in 211
mathematics classes

6.4 SummaryofChaptere                                       213

CHAPTER 7: TEACHERS’ AND PUPILS’ PERCEPTIONS OF
PUPILS’ SELF₅ MOTIVATIONAL ORIENTATION AND

CLASSROOM ETHOS

7.1 Pupils’ self-concept, their mathematics self-concept and teachers’ 215
attempts to enhance them

7.2  Pupils’ and teachers’ attribution of pupils’ mathematics performance   224

7.3  Pupils’ and teachers’ perceptions of classroom ethos                  233

7.4  Goal setting reflected in teachers’ praise                                245

7.5  Multiple regression                                                   257

7.6  Summary of Chapter 7                                          265

CHAPTER 8: IMPLICATIONS AND LIMITATIONS OF THE STUDY

8.1  Summaryofthefindings                                        270

8.2  Limitations                                                              282

8.3  The educational significance of the findings for teachers and   286

government

8.4  Conclusions                                                       291

REFERENCES                                    294

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