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