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Traditional and progressive models

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  • Traditional and progressive models
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  • 43: Factors, multiples and prime numbers
  • 42: Division and multiplication
  • 41: Rich data sets
  • 40: Fraction equivalence
  • 39: Teaching and learning similarity
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21 December 2016

Infographic comparing transmission and collaborative orientations

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
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Cambridge Mathematics is committed to championing and securing a world class mathematics education for all students from 3 – 19 years old, applicable to both national and international contexts and based on evidence from research and practice.

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