Didactic Coherence in Mathematics Education

This book seeks to contribute to improve teacher training with a new model for the design of the teaching-learning process of Mathematics, based on the significant connections between the representations of mathematical contents, their practical applications and interdisciplinary relationships. The empirical study was carried out during five academic years, in accredited institutions of the Cuban National Education System. The sample members were 121 graduate Mathematics teachers from Las Tunas province. A statistical scale and specialized software were used to adequately evaluate the coherence in the teaching of Mathematics. The results revealed that problems in these three key indicators represent the main causes of inadequacies. As a direct consequence, an adequate model was designed in two subsystems (organization and planning). In this way, the didactic coherence of the established process was favored by working with interdisciplinary representation systems based on contextual relationships.