Coherence in a Range of Mathematics Curriculum Reforms

Abstract

What is the extent of coherence within and among different aspects of reformed curricula such as values, goals, content, pedagogy, assessment, and resources? How are curriculum ideas organised and sequenced for internal coherence in a curriculum reform? What are the effects of a lack of coherence? For example, regarding relations between high-stakes examinations and curriculum reforms? (2018, p. 580) The main focus in this chapter is the documentation -written and otherwise -of the curriculum as it sits within the overall 'curriculum system' as outlined in the Introduction (Chap. 9) to this theme. Where possible and appropriate, there is reference to studies and other observations of the curriculum 'in action' as a means of assessing the extent of coherence, how it is achieved (or not) in practice, and its impact and effects.In line with the definitions adopted for coherence and relevance in the Introduction to theme B (see Chap. 9), there will be an exclusive emphasis on coherence in relation to mathematics curriculum reforms. The response to the key questions posed in ICMI Study 24 -and other issues that emerged -draws on the analysis of a selection of mathematics curriculum reforms. These range in scale from reforms of mandated national curricula to reform initiatives at smaller scale related, for example, to particular aspects of the curriculum such as some particular mathematical content, mathematical process or pedagogical choice(s). The coherence between mathematics curriculum reforms and mathematics itself as the 'parent discipline' is also investigated, as are the interactions between the curriculum and the whole educational context for its implementation. A range of theoretical approaches and practical frameworks have been used in the analyses reported. These are discussed in detail in Chap. 13.