Abstract
We interviewed four junior high school mathematics teachers about their class views and classroom
practices. Analyzing the interview data identified factors supporting and hindering implementing teachers’
class views through their practices. Knowledge of teaching materials and methods supported practicing class
views. In contrast, the specific contents of a class view, such as inconsistency with the current school system,
hindered its practice. A detailed analysis of knowledge of teaching materials and methods that supported
practicing the class view indicated that learning environments must be consistent with teachers’ interests. We
also examined the backgrounds to class views and identified factors in acquiring class views that are difficult to
achieve in classes and hinders its practice. The results indicated that class views’ backgrounds were affected
by factors unrelated to the class, such as personality, personal interests, and significant life events. The nature
of the Japanese teaching profession, which is responsible for forming the character and socialization in classes,
combined with the class view, might make it difficult to practice. We have provided suggestions to help teachers
practically implement their class views based on the above discussion and this study’s findings.
