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

Figure 4.2.3

Perceptions of pupils’ affective attitudes towards
mathematics learning as promoted by Reading a textbook

124

Figure 4.2.4

Perceptions of pupils’ affective attitudes towards
mathematics learning as promoted by Teacher explanation

125

Figure 4.2.5

Perceptions of pupils’ affective attitudes towards
mathematics learning as promoted by Individual work

126

Figure 4.2.6

Perceptions of pupils’ affective attitudes towards
mathematics learning as promoted by Individual help

126

Figure 4.2.7

Perceptions of pupils’ affective attitudes towards
mathematics learning as promoted by Whole-class
discussion

127

Figure 4.2.8

Perceptions of pupils’ affective attitudes towards
mathematics learning as promoted by Group discussion

128

Figure 4.3.1

Comparison between teachers of different age groups:
enjoyment

130

Figure 4.3.2

Comparison between teachers of different age groups;
motivation

131

Figure 4.3.3

Comparison between teachers of both teaching age groups;
a sense of security

132

Figure 4.3.4

Comparison between teachers of both teaching age groups;
a sense of progress

132

Figure 4.3.5

Comparison between teachers of both teaching age groups;
deployment

133

Figure 4.3.6

Comparison between 5^th and 8^th graders: enjoyment

135

Figure 4.3.7

Comparison between 5^th and 8^th graders: motivation

136

Figure 4.3.8

Comparison between 5^th and 8^th graders: a sense of security

137

Figure 4.3.9

Comparison between 5^th and 8^th graders: a sense of
progress

138

Figure 4.3.10

Comparison between 5^th and 8^th graders: deployment

139

Figure 4.3.11

Comparison between 5^th grade teachers and their pupils;
enjoyment

141

Figure 4.3.12

Comparison between 5^th grade teachers and their pupils;
perceptions of motivation

142

Figure 4.3.13

Comparison between 5^th grade teachers and their pupils;
perceptions of sense of security

142

Figure 4.3.14

Comparison between 5^th grade teachers and their pupils;
perceptions of sense of progress

143

Figure 4.3.15

Comparison between 5^th grade teachers and their pupils;
perceptions of deployment

144

Figure 4.3.16

Comparison between 8^th grade teachers and their pupils;
perceptions of enjoyment

145

Figure 4.3.17

Comparison between 8^th grade teachers and their pupils;
perceptions of motivation

146

Figure 4.3.18

Comparison between 8^th grade teachers and their pupils;

146