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 4.3.19

Comparison between 8^th grade teachers and their pupils;
perceptions of a sense of progress

147

Figure 4.3.20

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

148

Figure 4.4.1

Correlations between teaching methods in terms of
promoting pupils’ enjoyment, perceptions of 5^th grade
teachers

151

Figure 4.4.2

Correlations between teaching methods in terms of
promoting pupils’ enjoyment, perceptions of 8^th grade
teachers

151

Figure 4.4.5

Correlations between teaching methods in terms of
promoting pupils’ motivation, perceptions of 5^th grade
teachers

152

Figure 4.4.17

Correlations between teaching methods in terms of the
frequency ofthe deployment: 5^ffi grade teachers

155

Figure 4.5.1

Relationships between attitudes to mathematics learning as
promoted by Practical work: perceptions of 5^th grade
teachers

157

Figure 4.5.2

Relationships between attitudes to mathematics learning as
promoted by Practical work: perceptions of 8^th grade
teachers

158

Figure 4.5.5

Relationships between attitudes to mathematics learning as
promoted by Using a computer, perceptions of 5^th grade
teachers

159

Figure 4.5.9

Relationships between attitudes to mathematics learning as
promoted by Reading a textbook, perceptions of 5^th grade
teachers

159

Figure 4.5.17

Relationships between attitudes to mathematics learning as
promoted by Individual work: perceptions of 5^th grade
teachers

161

Figure 4.5.19

Relationships between attitudes to mathematics learning as
promoted by Individual work: perceptions of 5^th graders

161

Figure 4.5.26

Relationships between attitudes to mathematics learning as
promoted by Whole-class discussion: perceptions of 8^th
grade teachers

163

Figure 4.5.30

CHAPTER

Relationships between attitudes to mathematics learning as
promoted by Group discussion: perceptions of 8^th grade
teachers

7

164

Figure 7.1.1

Mean scores of 5^th graders’ affective attitudes towards
mathematics learning promoted by Individual help and their
perceptions of the frequency of deployment of Individual
help according to their perceptions of themselves as good,
average, poor at mathematics

219