Coherence in a Range of Mathematics Curriculum Reforms

Abstract

This chapter considers the coherence – or lack of it – that is evident in mathematics curriculum reforms in a range of countries. Coherence is analysed both between and within components of curriculum, as is coherence of mathematics curriculum with the discipline of mathematics. Considering the level of coherence between the curriculum and the ‘curriculum system’ that provides the context for enactment of the intended curriculum identifies some important factors that can support or hinder the successful uptake of curriculum reforms.