id: 06546541
dt: j
an: 2016b.00180
au: McLaren, David
ti: Does theory have any point?
so: Math. Sch. (Leicester) 39, No. 5, 2-9 (2010).
py: 2010
pu: Mathematical Association (MA), Leicester
la: EN
cc: C30 D20 D40
ut: learning theories; theory of mathematics education; didactics of
mathematics; history; behaviourism; mathematics and philosophy;
mathematicians; Piaget; cognitive development; Vygotskyian theory; zone
of proximal development; Bruner; spiral curriculum; Zoltan Paul Dienes;
Van Hiele levels; implications for teaching; constructivism; multiple
representations; modes of representation; sciences of education;
pedagogy; theoretical models; theory building; research
ci:
li:
ab: Summary: The article is just about the best overview I have come across of
the influences educational theorists have had on mathematics teaching
over the past half-century, ranging from the behaviourism of Skinner to
the developmental psychology of Piaget and Vygotsky, around Brunerâ€™s
spiral curriculum, touching on Dienesâ€™ hands-on approach and rising
through the Van Hiele levels and beyond. What did these theorists have
to say, and why, how has that impacted on our understanding of how
children learn mathematics and what does it mean for the classroom? The
author provides many an insight.
rv: