Swiss student beliefs on constructivist and transmissive learning in mathematics at the end of lower secondary education—results of a large-scale assessment of basic mathematical competencies (ÜGK) 2016

Girnat, Boris; Hascher, Tina (2021). Swiss student beliefs on constructivist and transmissive learning in mathematics at the end of lower secondary education—results of a large-scale assessment of basic mathematical competencies (ÜGK) 2016. Unterrichtswissenschaft, 49(4), pp. 525-546. Springer 10.1007/s42010-021-00136-5

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As part of the first representative Swiss large-scale assessment of basic mathematical competencies at the end of lower secondary education (ÜGK 2016), 10,539 students reported their beliefs towards mathematics learning. Beliefs were differentiated into beliefs on transmissive learning and beliefs of constructivist learning with three subdomains of discovery learning, social learning and reality-based learning. Contrary to theoretical expectations, the constructivist and transmissive beliefs do not form opposites but align with each other. Beliefs on discovery and transmissive learning techniques are highly correlated and are positive predictors of mathematical achievement, while beliefs on social learning and reality-based learning are negative predictors. These findings are more pronounced for female students than for male students and increase with higher school levels. Similar to implicit theories on intelligence, the effects of mathematics instruction that is perceived by students as cognitively activating on mathematical achievement are completely mediated by their beliefs toward mathematics learning. It was found that beliefs on discovery and transmissive learning serve as positive mediators, beliefs on reality-based learning as negative mediator.

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