Didactic Coherence in Mathematics Education

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Focusing on enhancing teacher training, this book presents a new model for designing the Mathematics teaching-learning process. It emphasizes significant connections among mathematical representations, practical applications, and interdisciplinary relationships. An empirical study involving 121 graduate Mathematics teachers in Cuba identified key inadequacies in teaching coherence. The findings led to the creation of a model divided into organization and planning subsystems, promoting didactic coherence through interdisciplinary representation systems rooted in contextual relationships.