New framework to promote “coherence” can improve maths teaching

A new framework to promote better coherence in the curriculum and teaching methods can help to improve children’s mathematical understanding, a new study says.

The model can support pupils to develop mathematical connections, which are key to support them progressing in the subject.

It is based around utilising the TIMSS curriculum framework and considers the curriculum on three levels: the intended, the implemented and the attained curriculum. The proposed framework looks to identify both the coherences and incoherences within the curriculum. By supporting these coherences and reducing the incoherences, children can be supported to make more mathematical connections.

Adam Peters, a teacher and researcher at the University of Exeter, who is developing the framework, said: “There are currently many challenges facing maths teachers. For example, the curriculum introduced in 2014 and national guidance for teaching mathematics in primary schools published in 2020 don’t align. There are also differences in teachers’ beliefs which influences the way they teach. Both these can cause incoherences for pupils.

“I hope having this model can support teachers and school leaders to identify coherences and incoherences at each level and consequently, support decision making whether that be at the classroom level or within wider school systems. My next step is to continue to test the framework, using real classroom behaviour.”

The decision to base the framework for coherence on the TIMSS curriculum model was to support international comparisons of coherence and provide clarity for mathematics education researchers and teachers.

Mr Peters said: “Considering the curriculum system and its role in developing coherence may lead to greater awareness regarding the difficulties students have in establishing mathematical connections.

“Through my research I hope to outline the nature of some of these coherences and incoherences at each stage of the curriculum system.”

This first study published as part of the project identifies some of the key features, overlaps and distinctions surrounding coherence, in hope of creating greater consensus around the term coherence internationally. This can then support further international comparison.

The study also discusses “instructional coherence” which considers what a teacher presents and how they present this can lead to often be a site of unanticipated incoherences, leading to pupil misunderstanding.

Mr Peters said: “Supporting teachers to recognise how their use of representations, language and gesture could make a big difference for pupils, allowing them to make connections for themselves and make sense of the narrative behind each lesson.”