Relating Theories to Practice in the Teaching of Mathematics

In this paper we consider the formulation of theory to fit a specific teaching problem. We advocate that a good theory should be practical in the sense that it has application in the classroom to produce long-lasting improvements in ways that make sense to teachers and students. It would also help to simplify the situation by bringing together with essential common elements from other theories rather than aggregating different aspects from distinct theories. Our theoretical perspective therefore listens to the voices being expressed in the classroom, both the teachers and the students, and places these in the wider context of theories of learning mathematics in today’s society.