
06546541
j
2016b.00180
McLaren, David
Does theory have any point?
Math. Sch. (Leicester) 39, No. 5, 29 (2010).
2010
Mathematical Association (MA), Leicester
EN
C30
D20
D40
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
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 halfcentury, ranging from the behaviourism of Skinner to the developmental psychology of Piaget and Vygotsky, around Bruner's spiral curriculum, touching on Dienes' handson 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.