ABSTRACT

Educators and researchers maintain that coherence is important in teaching and learning. With respect to mathematics, “A coherent mathematics curriculum must have its contents sequenced in such a way that a new idea is built on previously developed ideas” (Watanabe, 2007, p. 3). In addition to the curriculum, coherence is vital in the actual teaching of mathematics and is seen as a significant characteristic of mathematics lessons in Asian countries. However, very few studies have explored how this is achieved in actual lessons.