Abstract
Building on the work of Schmidt et al., we propose a definition of curricular coherence for K–12 mathematics that encompasses both the arrangement of topics, which we call coherence of content, and the habits of mind the curriculum fosters in students, which we call coherence of practice. We give examples to illustrate each.
Dedicated to Roger Howe on the occasion of his 70th birthday.
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Cuoco, A., McCallum, W. (2018). Curricular Coherence in Mathematics. In: Li, Y., Lewis, W., Madden, J. (eds) Mathematics Matters in Education. Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978-3-319-61434-2_13
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DOI: https://doi.org/10.1007/978-3-319-61434-2_13
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