Pupils' and Teachers' Perceptions of the Relationships between Teaching Methods and Pupils' Positive Affective Attitudes towards Learning Mathematics in Japan

Tomomi Saeki
Japan

The Ministry of Education in Japan introduced educational reforms in the Course of Study for 2002. In the current reform, the Ministry has attempted to improve pupils' positive attitudes to learning mathematics by widening a range of teaching methods adopted in mathematics classes. This aim arose as a result of international surveys such as SIMS (Second International Mathematics Study) and TIMSS (Third International Mathematics and Science Study) in which Japanese pupils reported negative attitudes to learning mathematics, although they performed well in the subject. The Ministry recommended the introduction of activity-based learning, an effective choice of organisational strategy, provision of opportunities for peer-interaction and the practical use of computers in addition to those teaching methods traditionally adopted by teachers.

This paper explores teachers' and pupils' perceived implementation of different teaching methods and their perceived effects on pupils' enjoyment, motivation, sense of security and sense of progress in mathematics classes at 5th (10-11 year-olds) and 8th grade (13-14 year-olds) in order to inform future policy and practice. 48 5th grade teachers and 1479 of their pupils belonging to 28 elementary schools, and 42 8th grade teachers and 2156 of their pupils belonging to 19 junior high schools took part in the questionnaire survey.

The findings showed that the adoption of various teaching methods might satisfy individual differences in affective attitudes at both grades. Some pupils preferred traditional teaching methods, i.e. Teacher explanation, Reading a textbook, Individual work and Individual help. Others preferred more recently developed teaching methods, i.e. Practical work, Using a computer, Whole-class discussion and Group discussion. There were individual differences in pupils' preference of teaching methods.

The traditional teaching methods were still focally adopted at both grades. The recently developed teaching methods were hardly ever adopted at both grades, although Whole-class discussion was relatively frequently adopted at 5th grade. Teachers have dichotomised beliefs about the relationship between enjoyment and sense of progress in mathematics learning. Teachers tend to adopt teaching methods, which they perceive are effective to promote pupils' sense of progress.

Teachers of both age groups perceived that encouraging pupils' involvement in mathematics learning and promote pupils' interest in mathematics learning were important to promote pupils' enjoyment and motivation, while they perceived that meeting pupils' individual needs in mathematics learning and promoting pupils' understanding of the curriculum were important to promote pupils' sense of security and sense of progress. The lack of confidence in their teaching skills, and lack of resources were the main obstacles to deploying newly developed teaching methods. The heavily loaded curriculum was also an obstruction particularly at 8th grade. The Ministry attempted to reduce curriculum content in this reform to resolve this problem.

Older pupils like learning mathematics through the traditional teaching methods. Younger pupils like activity-based learning as this teaching method could promote their sense of progress. They dislike individual work, probably because interactions with teachers and peers may be more important for elementary school children. Both graders prefer Teacher explanation but they perceived that Reading a textbook affected pupils' affective attitudes towards mathematics learning negatively.

To improve pupils' attitudes towards learning mathematics, teachers should consider the effective deployment of a range of teaching methods, enhancing the classroom environment, and pupil support, while the Japanese government needs to consider improving teacher training and resources, developing an appropriate senior high school entrance examination and textbooks in order to promote the adoption of a diverse range of teaching methods in mathematics classes. Consideration also has to be given to the cultural context, because teachers' and pupils' perceptions of the teaching methods are affected by the cultural background within which education in Japan is embedded.