This article builds on previous results of the Transmaths studies concerning transmissionist teaching practices—and especially adds the significance of students’ perceptions of these practices—in their association with students’ declining dispositions for studying mathematics. It addresses a gap in this work, and the literature in general, regarding the relationship between teachers’ and students’ perceptions of pedagogy. Drawing on data analyses from a recent, large survey of teaching and learning mathematics in secondary schools, the article: (a) demonstrates and validates two new measures of perceptions of transmissionist practices, as experienced from students’ and teachers’ perspectives, (b) investigates the comparability of these two measures, and (c) identifies their associations with students’ dispositions to study mathematics. Analysis draws on measures of students in Years 7 to 11 (involving 13,000+ students) and from 132 of their mathematics teachers, and shows low correlation at class level and negligible correlation at student level. Results of regression analysis confirm previous work with older students, i.e. that teachers’ self-reported transmissionism is negatively associated with learners’ dispositions, but adds that students’ perceptions of transmissionism are much more strongly negatively associated with these dispositions, and largely mediate the effect of teachers’ (self-reported) transmissionism. Further, the differences between year groups and gender show how girls and older learners suffer significantly larger negative effects. The article concludes with a brief discussion of these complexities and some implications for students’ trajectories and transitions into (and out of) mathematics.

中文翻译：

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数学师生对传播教学的看法及其与学生性格的关系

本文基于Transmaths研究的有关传播主义教学实践的先前结果，特别是增加了学生对这些实践的认识的重要性，以及它们与学生学习数学的倾向下降的联系。它解决了这项工作以及一般文献中有关教师和学生的教育学观念之间关系的空白。文章从对中学数学的最新大规模调查中获得的数据分析为基础，该文章：（a）演示并验证了两种从学生和老师的角度体验过的对传播主义实践的看法的新衡量标准，（b）研究这两种方法的可比性，并且（c）确定他们与学生学习数学的倾向之间的联系。分析借鉴了7至11年级的学生（涉及13,000多名学生）以及他们的132位数学老师的测量方法，结果显示，班级相关性较低，而学生级相关性可忽略不计。回归分析的结果证实了以前与高年级学生所做的工作，即教师自我报告的传播主义与学习者的性格呈负相关，但补充说，学生对传播主义的看法与这些性格的负相关性更大，并在很大程度上介导了效果教师（自我报告）的传播主义。此外，年级和性别之间的差异表明，女孩和年龄较大的学习者如何遭受更大的负面影响。