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 7.2.1

Mean scores of 5^th graders’ motivation promoted by
teaching methods according to their attributional styles of
success in mathematics learning

227

Figure 7.2.2

Mean scores of 8^th graders’ sense of security promoted by
teaching methods according to their attributional styles of
success in mathematics learning

228

Figure 7.2.3

Mean scores of 5^th graders’ affective attitudes towards
mathematics learning promoted by Teacher explanation
varying according to their attributional style of failure in
mathematics learning

229

Figure 7.2.4

Mean scores of 8^th graders’ sense of progress promoted by
Practical work, Reading a textbook and Teacher
explanation and their attributional styles of failure in
mathematics learning

229

Figure 7.3.1

Mean scores of pupils’ perceptions of classroom ethos in
mathematics classes

234

Figure 7.3.2

Mean scores of teachers’ perceptions of classroom ethos
and their attempts to improve classroom ethos (age group
comparison)

239

Figure 7.4.1

Mean scores of pupils’ perceptions of the extent to which
mathematics teachers praised pupils (age group
comparison)

246

Figure 7.4.2

Mean scores of the extent to which pupils feel happy with
teachers’ praise of them in mathematics classes (age
group comparison)

247

Figure 7.4.3

Mean scores of pupils’ perceptions of the extent to which
mathematics teachers praise pupils (age group
comparison)

254