In this paper, we approach modelling mathematics dispositions from a different methodological perspective in order to shed more light into the complex interplay between teaching practices and students' learning outcomes. We draw on survey data from around 5000 students from Year 7-11 (age 11-16) from 40 Secondary schools in England. Our methodological approach includes Rasch modelling to produce measures of attitudinal outcomes as well as students' perceptions of pedagogic practices. We then employ fuzzy-set Qualitative Comparative Analysis (fs/QCA) to explore the relationships between students' characteristics and the perceived type of teaching they receive in mathematics. We use two measures of 'transmissionist teaching' which aim to quantify the degree to which teaching practices are perceived as 'teacher-centred'. One measure gives the students' perceptions and the other gives the teacher's perspective. We find that different configurations of student and teacher perceptions of transmissionist teaching are associated with high and low mathematical dispositions for different year groups and for boys and girls. We discuss the methodological merits of this approach along with the substantive educational implications of these findings.