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

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• Some of the pupils don’t like this Maths class.

• Maths class is fun.

Cohesiveness

• In my Maths class everybody is my friend.

• Few pupils in my Maths class are my friends.

• All the pupils in my Maths class are close friends.

• All the pupils in my Maths class like one another.

• Children in our Maths class like each other as friends.

Friction

• Children are always fighting each other in my Maths class.

• Some of the children in my Maths class are mean.

• Many children in this Maths class like to fight.

• Certain pupils always want their own way in my Maths class.

• Children in my Maths class fight a lot.

Difficulty

• In our Maths class the work is hard to do.

• Most of the children in my Maths class can do their work without help.

• Only certain pupils in my Maths class can do their work.

• Schoolwork in Maths class is hard to do.

• Most of the pupils in my Maths class know how to do their work.

Competitiveness

• Children often race to see who can finish first in my Maths class.

• Most of the children in my Maths class want their work to be better than their friends’
work.

• Some pupils in my Maths class feel bad when they don’t do as well as the others.

• Some pupils always try to do their work better than the others in my Maths class.

• A few children in my Maths class want to be first all the time.

3.3: The design of the questionnaire for teachers

The questionnaire for teachers aimed to obtain their perceptions of five aspects of their
mathematics classes. The first concerned teachers’ reports on the frequency of use of
particular teaching methods and their perceptions of their pupils’ attitudes towards

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