Traditional and progressive models

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

In this issue, Lucy Rycroft-Smith considers the evidence around teacher beliefs and practices in mathematics teaching.

In summary:

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