Traditional and progressive models

21 December 2016

Is there any value in applying 'traditional' and 'progressive' models to mathematics teaching?

• There are many ways of characterising mathematics teaching into ‘traditional’ or ‘progressive’ models
• Teachers’ beliefs and classroom practice may not always align
• Mathematics teachers are often asked to teach in specific ways by different stakeholders, which may cause conflict
• Teaching rote skills in early maths can prevent conceptual understanding later
• Rating the effectiveness of teaching methods depends on how effectiveness is measured