Characterizing coherence within enacted mathematics lessons
Nieves, Hector I.
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Citation (published version)Jaepil Han, Meghan Riling, Hector I Nieves, Leslie Dietiker, Rashmi Singh. 2020. "Characterizing coherence within enacted mathematics lessons." Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Online, https://doi.org/10.51272/pmena.42.2020-52.
Curricular coherence has been emphasized by leaders in mathematics education as it enhances deeper understanding by enabling students to see connections between mathematical ideas. Although there are different forms of curricular coherence, the coherence of lesson has received considerably less attention. Little is known about what constitutes coherent lessons or how to measure the degree of coherence. Using the data from a larger study in which lessons are intentionally designed for coherence, we propose a tool for examining lesson coherence and describe characteristics of the lessons with different levels of coherence.
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